GE Course Guide Toolkit 2023

FAR EASTERN UNIVERSITY
Academic Affairs Office
GENERAL EDUCATION COURSE TOOLKIT

GE Program Curriculum and Instructional Design
May 2023
General Education Department
___________________________________________________________________________________________________________________
Table of Contents
The FEU General Education Program…….…………………………………………………………………………………………………………………………………………………… 3

The GE Expected Learning Outcomes………………………………………………………………………………………………………………………………………………………… 5
General Education Courses………………………………………………………………………………………………………………………………………………………………………… 7
GE Curriculum Map………….…………….………………………………………………………………………………………………………………………………………………………….. 8
FEU’s Definition of Critical Thinking…………...……….…………………………………………………………………………………………………………………………………….. 10

Digital Literacy, Effective Communication, and Critical Thinking (DLECCT) Courses……………………………………………………………………………………. 14
GED0101: College Academic Skills in English……………………………………………………………………………………………………………………………………. 15
GED0109: Speech Communication…………………………………………………………………………………………………………………………………………………… 17
GED0119: Purposive Communication………………………………………………………………………………………………………………………………………………. 19
GED0120: Scholarly Inquiry……………..…………………………….………………………………………………………………………………………………………………… 22
GE DLECCT Courses Skills Mapping…………………………………………………………………………………………………………………………………………………… 26
Blended Learning Courses (BLC)………….…………................................................................................................................................................ 30
Public Intellectual Lecture Series (PILS)……………………………………………………………………………………………………………………………………………. 34
GED0104: Science, Technology, and Society…………………………………………………………………………………………………………………………………….. 37
GED0110: Understanding the Self……………………………………………………………………………………………………………………………………………………. 40
GED0113: Filipino in the Contemporary World………………………………………………………………………………………………………………………………… 42
GED0114: Applied Ethics in Contemporary Times 45
GE BLC Skills Mapping……………………………………………………………………………………………………………………………………………………………………… 49
Page | 1
___________________________________________________________________________________________________________________
GE Elective Courses……………………………..…………...……………………………….……………………………………………………………………………………………………… 53
GED0117: Culture, Society, Ideas, and Innovations……………………………………………………………………………………………………………………….. 54
GED0118: Talakayan sa Makabuluhang Araling Pangkultura, Panlipunan at Reyalistikong Usapin sa Wika (TAMARAW)………………. 59
Guidelines in Crafting Electives………………………………………………………..……………………………………………………………………………………………. 63
Citizenship and Intercultural Knowledge Courses………….…………….…………………………………………………………………………………………………………….. 65
GED0102: The Life and Works of Rizal…………………………………………………………………………………………………………………………………………… 66
GED0103: Math in the Modern World…………………………………………………………………………………………………………………………………………… 69
GED0106: Art Appreciation…………………………………………………………………………………………………………………………………………………………… 72
GED0107: Readings in Philippine History………………………………………………………………………………………………………………………………………. 76
GED0116: Retorika………………………………………………………………………………………………………………………………………………………………………… 79
Citizenship and Intercultural Knowledge Courses Skills Mapping………………………………………………………………………………………………….. 84
Designing and Facilitating Teaching and Learning Activities for Student Engagement………………………………………………………………………….……. 89
Assessing Students’ Demonstration of Learning Outcomes and Critical Thinking Skills………………………………………………………………………………. 96
Annex 1: Sample Course Outline………………………………………………………………………………………………………………………………………………………………… 99
Annex 2: Sample Module Facilitation Guide for BLC Classes………………………………………………………………………………………………………………………. 168
Annex 3: GE Elective Course Proposal………………………………………………………………………………………………………………………………………………………… 173
References…………………………………………………………………………………………………………………………………………………………………………………………………. 175
Writers and Content Contributors…………….…………………………………………………..………………………………………………………………………………………….. 177
Page | 2
___________________________________________________________________________________________________________________
The FEU General Education Program
The FEU General Education (GE) curriculum is composed of fifteen 3-unit courses which are taken during the first 2 years of the
undergraduate programs of the university. To contribute to students’ achievement of key learning outcomes, the GE curriculum has the following
program features:
1. Macro- and micro-level constructive alignment
Demonstration of understanding in the GE curriculum is expressed through expected learning outcomes. The GE program has its set of students
expected learning outcomes which aligns to the university’s expected learning outcomes and likewise serves as baseline for creation of course
expected learning outcomes. Further, the course expected learning outcomes are the basis for the instructional design in terms of selection of skills
and content to be learned, teaching-learning activities, and assessments.
2. Development of functional knowledge and foundational skills
GE courses are skill-based and thus focus on the facilitation of students learning of functional knowledge and foundational skills rather than only
teaching and assessment of content. Content in the GE courses serve as a learning base and a medium for students to demonstrate skills such as idea
generation, reflection, question formulation, synthesis, and contextualization among others.
3. Exposure to liberal arts education content
GE courses expose students to the ideas and methods of the humanities and the sciences. Being the vehicle used for students to demonstrate skills,
the liberal arts education content is used to engage students into critical discussions and reflections on topics and issues of the humanities and
sciences.
Page | 3
___________________________________________________________________________________________________________________
4. Facilitation of learning through student-

centered approaches
Aligning to the Student-Centered Learning

paradigm of the university, GE courses
implement teaching-learning activities
which allow students to co-construct
knowledge. This is done through designing
of learning environments and facilitation of
activities which are aligned with expected
learning outcomes and where students can
think aloud and actively participate in the
progress of their learning.
5. Conduct of authentic and alternative

forms of assessment
Assessment tasks in GE courses are

criterion-based and assess indicators of
achievement of course expected learning
outcomes through rubrics. Further,
assessment tasks in GE are aligned with real
world tasks and make use of varied tools
instead of traditional paper and pencil tests.
The figure above is the thematic embodiment of the GE program features. This shows that GE Expected Learning Outcomes (GELOs) were
formulated based on the FEU Expected Learning Outcomes (FEULOs) which were contextualized in the program features and kind of experience that
GE ought to provide to students. Further, Course Expected Learning Outcomes (CELOs) in individual GE courses were crafted aligning to the FEULOs
Page | 4
___________________________________________________________________________________________________________________
and GELOs which entail transferrable skills needed to be learned by students. Liberal Arts Education is used in designing instruction where content
serves as a vehicle to demonstrate learning of skills through student-centered approaches and methods. Further, authentic and alternative forms of
assessment are used to assess students’ achievement of learning outcomes and inform learners of critical gap.
In principle, all GE courses have the following features:

• Outcomes-based
• Skill-based
• Reading-based
• Output- and/or performance-based
• Make use of student-centered approaches and methods
• Utilize alternative form of assessments rather than traditional paper and pencil test
• Emphasize formative assessments which culminate to summative assessments
The GE Expected Learning Outcomes
The GE Expected Learning Outcomes (GELOs) are the set of key standards that students are expected to demonstrate after taking the GE
courses. GE courses are identified to contribute to the achievement of selected GELOs and FEULOs. Further, the FEU College Readiness Standards
served as the reference point of what skill level will students start in the GE courses or presumably those skills that students have learned already
before entering college. Below is a table showing the alignment of FEULOs, GELOs, and FEU College Readiness Standards.
FEULOs GE Expected Learning Outcomes FEU College Readiness Standards

1. Persuasive 1. Articulate ideas in an understandable and • Describe position about issues through written and
Communication appreciable manner based on social setting. oral communication.
2. Create arguments based on reliable and • Apply meaningful communication in social setting.
appropriate evidence.
Page | 5
___________________________________________________________________________________________________________________
FEULOs GE Expected Learning Outcomes FEU College Readiness Standards

2. Critical Thinking 3. Analyze issues through interdisciplinary lenses and • Organize ideas in understanding diverse genres of
with consideration to different contexts. reading materials.
4. Reflect on one’s position in issues concerning the • Formulate questions based on schema and presented
self and the society. information.
3. Creative Problem 5. Propose evidenced-based fair actions and • Identify assumptions in arguments embedded in
Solving alternative solutions which are sustainable to multimodal texts.
address micro- and macro-scale societal problems. • Apply knowledge and skills in understanding problems
and issues.
4. Intellectual Curiosity 6. Challenge present societal systems through • Gather information as a means to support personal
thought-provoking questions. reflections.
5. Responsible Citizenship 7. Respond to the needs of the community through • Interpret behavior on a personal and societal scale
transformational leadership. using knowledge and understanding of self and
communities.
6. Responsible Digital 8. Disseminate information evaluated through ethical, • Navigate information from print and online resources.
Citizenship responsible, and conscientious standards. • Use cited information with integrity as a means to
support ideas.
7. Professionalism 9. Demonstrate commitment in accomplishing tasks
in a precise and punctual manner.
Page | 6
___________________________________________________________________________________________________________________
General Education Courses

Below are General Education courses listed under their respective classification.
Digital Literacy, Effective Understanding the Self and the Society

Citizenship and Intercultural
Communication, and Critical Blended Learning Courses
Elective Courses Knowledge Courses
Thinking (DLECCT) Courses (BLC)
• GED0101: College Academic • GED0104: Science, • GED0117: Culture, • GED0102: The Life and
Skills in English Technology, and Society Society, Ideas, and Works of Rizal
Innovation (CSII)
• GED0109: Speech • GED0110: Understanding • GED0118: Talakayan sa • GED0103: Math in the

Communication the Self Makabuluhang Araling Modern World
Pangkultura, Panlipunan
at Reyalistikong Usapin
• GED0119: Purposive • GED0113: Filipino in the sa Wika (TAMARAW) • GED0106: Art Appreciation
Communication Contemporary World
• GED0120: Scholarly Inquiry • GED0114: Applied Ethics • GED0107: Readings in

in Contemporary Times Philippine History
• GED0116: Retorika
The next 2 pages present the GE curriculum map where each GE course is aligned to the FEULOs, GELOs, and College Readiness Standards.
Page | 7
___________________________________________________________________________________________________________________
GE Curriculum Map
Page | 8
___________________________________________________________________________________________________________________
FEULOs GELOs
FEULO 1: FEULO 3: FEULO 6:
FEULO 2: FEULO 4: FEULO 5: FEULO 7:
Course Persuasive Creative Responsible GELO GELO GELO GELO GELO GELO GELO GELO GELO
Critical Intellectual Responsible Professio
Communica Problem Digital 1 2 3 4 5 6 7 8 9
Thinking Curiosity Citizenship nalism
tion Solving Citizenship
GED0101
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
GED0109
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
GED0119
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
GED0120
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
GED0104
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
GED0110
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
GED0113
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
GED0114
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
GED0117
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
GED0118
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
GED0102
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
GED0103
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
GED0106
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
GED0107
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
GED0116
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Page | 9
___________________________________________________________________________________________________________________
FEU’s Definition of Critical Thinking

Critical thinking requires the ability to navigate numerous contradictory tendencies such as staunch conviction and respectful tolerance;
a confidence in and skepticism of facts and data; and the challenge of dominant practices and categories that we may be comfortably
replicating. These contradictions indicate an understanding of critical thinking as a continuing process and that knowledge itself is not static and
is perpetually changing. Thus, critical thinking is the process of thinking and analyzing that involves these six operations:
First, the identification, understanding, clear explanation, and proposal of analysis of or solutions to real-life problems and/or problematics;
Keywords: real-world problems, analysis, solution
The word critical comes from the Greek word “kritike” which means to ‘discern”. This means to evaluate, analyze, review, judge, or
debate, with the end goal of providing analysis and contextual solutions to real-life problems. Thus, to have critical thinking requires clarity of
information necessary for a clear explanation to its immediate contexts.
For one to come up with a clear solution, critical thinking also involves evaluation of the thinking process–the reasoning for the conclusion
one arrived at, including the considered factors (Kalman, 2008). This means that one who practices critical thinking should have an open mind
to consider different possibilities, perspectives, and factors that will lead to a desired solution to real-life problems.
Second, the identification, consideration and use of reliable, accurate and verifiable facts and data;
Keywords: reliable, accurate, verifiable
To be critical is a philosophical tradition that positions one to discern the right basis for a decision. This means to think of critique as the
application of a criterion in order to evaluate a specific problem or situation. For one to think critically, they need to identify what facts or data
is reliable and valid. This requires one to fact-check information and verify the accuracy of its basis. Who/what is the basis of a certain
information? What/who produced it? Is the person/institution who produced such information credible? Is it based on facts that can be further
checked, or is it just manufactured by one’s certain bias?
To consider an information ‘reliable’ means that it is founded on a certain fact that is consistent and true. One may produce an
information that may seem to be factual, but a critical thinker must have the attitude of constantly proving and verifying its basis. An information
Page | 10
___________________________________________________________________________________________________________________
that is ‘accurate’ means it is conforming to a measure that is correct and precise. An information that is ‘verifiable’ means that the source of
information is readily accessible, transparent, and its source is open for further questioning for one to arrive at the truth.
Third, the practice of self-reflection which is the identification of one’s own preconceptions and biases and the understanding of how these
form one’s opinion and analysis;
Keywords: reflection, biases, opinions
One of the important elements of critical thinking is its ability to make individuals reflective in their thinking. By reflective, we mean the
ability to position people to the disposition of properly evaluating their own thought processes, bases, and biases. Dewey (1938) suggests that
reflective thinking is an active, persistent, and careful consideration of a belief or supposed form of knowledge, of the grounds that support that
knowledge, and the further conclusions to which that knowledge leads (cited: Moon, 1999). This means that to be a critical thinker, one must
develop a sense of personal reflection that involves self-regulation and self-evaluation of their own beliefs that leads to the formation of their
arguments and perspectives.
An example of that is personal introspection. In this regard, a person has the ability and willingness to examine and observe their mental
and emotional processes, without neglecting the possibility that they can be biased in their dealings and ways. This requires critical thinking. As
Ennis (1987) defined critical thinking, it involves “reasonable reflective thinking that is focused on deciding what to believe or do… assuming that
one must possess the skill to think critically and apply it in practice” (Ennis, 1987, p. 10). In this context, to be critical means to develop an
openness to one’s ability to be biased, even before pointing out other people’s biases, as well as to trace the basis for one’s conclusion and
decisions. As a fundamental part of critical thinking, reflective thinking allows people to discern their thinking processes as a product of their
own inclinations, biases, and personal values, truthfully and with humility.
Fourth, the practice of challenging dominant perspectives especially those that perpetuate the marginalization of meanings, identities, and
practices related to race, class, gender, and ethnicity.
Keywords: dominant perspectives, race, gender, identities
The 21st century is marked by varying ideologies and the battle for truth and freedom. Several movements across the globe have shown
people’s desire for freedom and equality. We see this in several protests, demonstrations, and revolutions. Dominant institutions that perpetuate
marginalization and oppression of people on matters of race, class, gender, and ethnicity, among many, have been challenged and criticized by
Page | 11
___________________________________________________________________________________________________________________
the marginalized. Critical thinking plays a significant role in shaping the minds and lives of people who no longer can tolerate oppression and
maltreatment.
Challenging dominant perspectives happen from the smallest settings like the community or the classrooms, to the bigger ones like
institutions and governments. Critical thinking helps shape the minds of people by equipping individuals to properly estimate their lives in
relation to their welfare, freedom, and quality of life, and empowering them to voice out pertinent concerns that may challenge the dominant
voices of society.
Fifth, the practice of a healthy skepticism toward knowledge and how it is produced including facts and data considered reliable and accurate;
Keyword: healthy skepticism
Skepticism has gained a lot of criticisms throughout history. Some would view skepticism as a negative practice, which positions one to
doubt and deny possibilities of knowledge. However, a healthy skepticism positions one to be in an attitude of continuous questioning with the
aim of pursuing the truth. Critical thinking helps in developing a healthy skepticism among thinkers, as it prepares one to aim for the pursuit of
a reliable knowledge. To practice healthy skepticism means to consider and probe information to arrive at a logical conclusion, and not just to
doubt aimlessly. It does not mean to go on circles in one’s argument, but to lay down the path in quest for the truth, and evaluate sources based
on their reliability and accuracy (see #2).
Healthy skepticism helps one to evaluate facts instead of instantly accepting everything at face value. It helps one use logic in discerning
lies and deception. It also equips one to see different biases and self-serving “truths” by further questioning and analyzing given information.
Sixth, the embrace of personal qualities such as courage of conviction, scholarly discipline, intellectual humility, and tolerance for other
perspectives.
Keywords: conviction, scholarly discipline, tolerance, intellectual humility
As laid down by several literatures in education, it is argued that critical thinking is the fundamental aim of education. Baehr (2019)
asserts, critical thinking is an “educational ideal.” Siegel (2005) likewise argued that “critical thinking is a fundamental end of education,
independently of its instrumental tie to truth” (Siegel, 2005. p.245). More so, Kotzee (2020) posits that the most fundamental aim of education
is the fostering of rational and critical thinking (Kotzee 2020).
Page | 12
___________________________________________________________________________________________________________________
As education positions learners to embrace a lifestyle of critical thinking resulting to sound judgment, reflective thinking, and courage of
conviction, it is expected to produce an attitude of scholarly discipline, intellectual humility, and tolerance of perspectives.
Scholarly discipline allows one to create a lifestyle of continuous learning and seeking answers in this day and age of information
proliferation. As the world unceasingly produce knowledge, whether truthful or deceitful, it is the attitude of a critical thinker to embrace and
develop a habit of scholarship to be equipped to handle various types of information.
One’s pursuit of scholarship necessitates intellectual humility. Intellectual humility is an important virtue in the process of learning. As
Rowatt, et al (2006) claims, it involves “acknowledgement of one’s limitations… to realize one has something to learn.” (Rowatt et al., 2006).
Critical thinking positions a person to acknowledging that one’s beliefs and values are seen in the bigger landscape of several other beliefs and
values. This plurality of perspectives and realities should not just produce intellectual humility, but also tolerance for other perspectives. The
more a person develops critical thinking, the more that there is an acknowledgement of other people’s reasoning rooted in their own
perspectives, contexts, and realities, that is deemed equally valuable. Although critical thinking does not tolerate fabricated and faulty reasoning,
it broadens our understanding that such reasoning is a product of a context or a reality that needs to be understood before further criticizing.
Hence. Critical thinking is rooted in a humble disposition and a lifestyle of learning.
Page | 13
___________________________________________________________________________________________________________________
Digital Literacy, Effective Communication, and Critical Thinking (DLECCT) Courses

DLECCT courses are four 3-unit courses of the GE curriculum which focus on students learning of digital literacy, effective communication, and
critical thinking skills. DLECCT courses have a class size of 20 to 25 to allow faculty and students maximize engagement in interactive and
collaborative teaching and learning activities. DLECCT courses is composed of College Academic Skills in English (GED0101), Speech
Communication (GED0109), Purposive Communication (GED0119), and Scholarly Inquiry (GED0120).
The table below presents which of the DLECCT course is targeting and contributing to students’ achievement of the FEULOs and GELOs.
FEULOs GELOs
Course FEULO 2: FEULO 4: FEULO 5: FEULO 7:
Persuasive Creative Responsible GELO GELO GELO GELO GELO GELO GELO GELO GELO
Communic Problem Digital 1 2 3 4 5 6 7 8 9
ation Solving Citizenship
GED0101:
College
Academic Skills ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
in English
GED0109:
Speech
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Communication
GED0119:
Purposive
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Communication
GED0120:
Scholarly Inquiry ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Page | 14
___________________________________________________________________________________________________________________
GED0101: College Academic Skills in English

The course prepares students to be lifelong learners through the development of study habits and key academic skills, foremost of which are
critical reading and analytic writing. It hones students’ thinking and learning strategies necessary in gathering, weighing, and organizing relevant
information from multimodal sources; drawing connections between ideas; distinguishing sound and unsound arguments; and expressing their
own sound arguments in clear and concise language.
The course aims to develop individuals who can recognize, generate, and organize their ideas into a clearly structured opinion that is coherent
and cohesively supported and developed into an argumentative output. Specifically, students are able to demonstrate the following Course
Expected Learning Outcomes (CELOs) after passing the course:
1. articulate position on personal and social issues through written and oral communication;
2. gather information to support assertions and reflections using APA 7 citation and references;
3. evaluate research sources as appropriate supports for the thesis statement and claims;
4. create sound and valid arguments to support claims based on multimodal sources; and
5. defend position on societal problems using truthful and valid claims.
Based on the CELOs, below are the FEULOs, GELOs, Critical Thinking Operations, and Critical Thinking Skills given focus in learning the course.
FEU Learning GE Expected Learning Course Expected Learning
Critical Thinking Operations Focused CT Skill
Outcomes Outcomes Outcomes
Persuasive Articulate ideas in an Articulate position on Practice of self-reflection which is • Organizing ideas
Communication understandable and personal and social issues the identification of one's own • Explaining a
appreciable manner based through written and oral preconceptions and biases and position
on social setting. communication. the understanding of how these
form one's opinion and analysis.
Create arguments based on Create sound and valid Identification, understanding, • Creating a thesis
reliable and appropriate arguments to support clear explanation, and proposal of statement
evidence. claims based on analysis of or solutions to real-life
multimodal sources. problems and/or problematics.
Page | 15
___________________________________________________________________________________________________________________

Critical Analyze issues through Evaluate research sources Practice of challenging dominant • Identifying
Thinking interdisciplinary lenses and as appropriate supports perspectives especially those that inferences and
with consideration to for the thesis statement perpetuate the marginalization of arguments
different contexts. and claims. meanings, identities, and • Assessing
practices related to race, class, assumptions
gender, and ethnicity.
Reflect on one's position in Defend their position on Practice of self-reflection which is • Reflecting on
issues concerning the self societal problems using the identification of one's own claims
and the society. truthful and valid claims. preconceptions and biases and
the understanding of how these
form one's opinion and analysis.
Intellectual Challenge present societal Evaluate research sources The practice of a healthy • Gathering
Curiosity systems through thought- as appropriate supports skepticism toward knowledge and information
provoking questions. for the thesis statement how it is produced including facts • Formulating
and claims. and data considered reliable and questions
accurate.
Responsible Disseminate information Gather information to The identification, consideration • Use citations and
Digital evaluated through ethical, support assertions and and use of reliable, accurate and references
Citizenship responsible, and reflections using APA 7 verifiable facts and data. correctly
conscientious standards. citation and references.
Professionalism Demonstrate commitment • Integrity
in accomplishing tasks in a • Precision
precise and punctual
manner.
Page | 16
___________________________________________________________________________________________________________________
GED0109: Speech Communication

In this course, students will apply verbal, nonverbal communication, and active listening strategies in addressing communication apprehensions
involving face-to-face and mediated transactions. They will hone their interpersonal skills focusing on building self-confidence, maintaining
conversations, formulating concise messages, and managing diversity in social spaces. They will engage in conversation drills, text analysis,
performance critiques, and present single-idea speeches aided by visuals.
At the end of the course, students will become more effective communicators with a confident Public Self able to responsibly relate with diverse
audiences. Specifically, students are able to demonstrate the following Course Expected Learning Outcomes (CELOs) after passing the course:
1. communicate ideas effectively through the use of variety of contexts;
2. apply brainstorming, research, and outlining to create a speech material with A-V support and proper APA 7 citation;
3. perform persuasive speeches clearly and confidently using appropriate verbal and nonverbal communication;
4. demonstrate professional presence in delivering speeches;
5. evaluate different speeches to provide wider perspectives on different issues; and
6. reflect on one’s role as a communicator in the society.
Persuasive Articulate ideas in an Perform persuasive The practice of self-reflection • Reflecting on one’s
Communication understandable and speeches clearly and which is the identification of one’s idea
appreciable manner confidently using own preconceptions and biases • Composing messages
based on social setting. appropriate verbal and and the understanding of how and speeches
nonverbal these forms one’s opinion and • Awareness of one’s
communication. analysis; idea and emotions
Page | 17
___________________________________________________________________________________________________________________

Create arguments Communicate ideas The embrace of personal qualities • Synthesizing ideas and
based on reliable and effectively through the such as courage of conviction, concepts
appropriate evidence. use of variety of scholarly discipline, intellectual • Demonstrating verbal
contexts. humility, and tolerance for other and nonverbal skills in
perspectives speeches
Critical Analyze issues through Evaluate different The practice of challenging • Recognizing plurality
Thinking interdisciplinary lenses speeches to provide dominant perspectives especially of ideas
and with consideration wider perspectives on those that perpetuate the • Distinguishing
to different contexts. different issues. marginalization of meanings, different viewpoints in
identities, and practices related to speeches
race, class, gender, and ethnicity. • Respectful tolerance
for other perspectives
• Intellectual humility
Reflect on one's Reflect on one’s role as a The embrace of personal qualities • Introspective
position in issues communicator in the such as courage of conviction, communication
concerning the self and society scholarly discipline, intellectual
the society. humility, and tolerance for other
perspectives
Responsible Disseminate Apply brainstorming, The identification, understanding, • Gathering information
Digital information evaluated research, and outlining to clear explanation, and proposal of • Using audio-visual
Citizenship through ethical, create a speech material analysis of or solutions to real-life resources
responsible, and with A-V support and problems and/or problematics
conscientious proper APA 7 citation.
standards.
Page | 18
___________________________________________________________________________________________________________________

Professionalism Demonstrate Demonstrate professional The embrace of personal qualities • Physiological readiness
commitment in presence in delivering such as courage of conviction, in delivering speeches
accomplishing tasks in a speeches. scholarly discipline, intellectual • Punctuality
precise and punctual humility, and tolerance for other • Confidence in facts
manner. perspectives and data
GED0119: Purposive Communication

Purposive Communication is a skills-based course designed to enhance writing, speaking, and presenting to different audiences and for various
purposes. The course will further enable students to analyze and respond to issues and trends that may enhance or impede transactional
communication, and will allow them to participate in activities related to the management of meanings in multimodal platforms (e.g. oral and
written, online and offline).
Through active engagement in simulation activities, the course will train the students to become purposive, audience-centered, empathic,
critical, assertive, and ethical communicators. Specifically, students are able to demonstrate the following Course Expected Learning Outcomes
(CELOs) after passing the course:
1. describe the nature, elements, and functions of verbal and nonverbal communication in various and multicultural contexts;
2. present ideas professionally on social media and various live communicative situations;
3. use reliable and appropriate evidence in addressing social issues through group interaction and decision making;
4. demonstrate openness to plurality of ideas showcased in various communication channels;
5. evaluate multimodal resources critically to enhance communication skills;
6. compose audience-centred correspondences using various channels;
7. create clear, coherent, and effective multimodal materials for various communication purposes; and
8. formulate evidenced-based solutions to societal problems.
Page | 19
___________________________________________________________________________________________________________________
Based on the CELOs, the FEULOs, GELOs, Critical Thinking Operations, and Critical Thinking Skills given focus in learning the course are the
following:
Persuasive Articulate ideas in an Create clear, coherent, and The identification, consideration • Creating
Communication understandable and effective multimodal and use of reliable, accurate and communication
appreciable manner based materials for various verifiable facts and data. materials
on social setting. communication purposes.
Describe the nature, Practice of self-reflection which is • Valuing
elements, and functions of the identification of one’s own multiculturalism in
verbal and nonverbal preconceptions and biases and the communication
communication in various understanding of how these form
and multicultural contexts. one’s opinion and analysis.
Create arguments based on Use reliable and The identification, understanding, • Justifying
reliable and appropriate appropriate evidence in clear explanation, and proposal of arguments
evidence. addressing social issues analysis of or solutions to real-life • Demonstrating
through group interaction problems and/or problematics. confidence in facts
and decision making. and data
Critical Analyze issues through Demonstrate openness to The practice of self-reflection • Identifying biases
Thinking interdisciplinary lenses and plurality of ideas which is the identification of one’s and different
with consideration to showcased in various own preconceptions and biases perspectives
different contexts. communication channels. and the understanding of how
these form one’s opinion and
analysis.
Page | 20
___________________________________________________________________________________________________________________

Evaluate multimodal The practice of challenging • Critiquing
resources critically to dominant perspectives especially multimodal
enhance communication those that perpetuate the materials
skills. marginalization of meanings,
identities, and practices related to
race, class, gender, and ethnicity.
Creative Propose evidenced-based Use reliable and The identification, understanding, • Proposing solutions
Problem fair actions and alternative appropriate evidence in clear explanation, and proposal of
Solving solution which are addressing social issues analysis of or solutions to real-life
sustainable to address through group interaction problems and/or problematics.
micro-macro-scale societal and decision making.
problems.
Responsible Respond to the needs of the Formulate evidenced- • Recognizing
Citizenship community through based solutions to societal problems
transformational problems.
leadership.
Responsible Disseminate information Compose audience-centred • Disseminating
Digital evaluated through ethical, correspondences using information using
Citizenship responsible, and various channels. various channels
conscientious standards.
Professionalism Demonstrate commitment Present ideas The practice of self-reflection • Demonstrating
in accomplishing tasks in a professionally on social which is the identification of one’s professionalism in
precise and punctual media and various live own preconceptions and biases different situations
manner. communicative situations. and the understanding of how
Page | 21
___________________________________________________________________________________________________________________

these form one’s opinion and
analysis.
GED0120: Scholarly Inquiry

Scholarly Inquiry is a skills-building course which primarily intends to delve into the idea of ‘Thinking’ as a daily activity. Its endpoint is not to
produce research designs or formal studies but explorations into the practical and inclusive side of research which shows what can be done with
what is known. The course is structured on three areas – Idea Generation, Argumentation, and Research. It places reflective thinking to the fore
which involves effective framing of the problem to be addressed, the decision to be made, and the success of the argument through reasoning
processes involved in those tasks. Reflective thinking steers clear from impulsive judgment and strategies and draws from available evidence
where conclusions and hypotheses can follow.
Students are able to demonstrate the following Course Expected Learning Outcomes (CELOs) after passing the course:
1. identify rhetorical situations possible for building arguments;
2. examine various societal issues through interdisciplinary perspectives;
3. critique arguments as to the truthfulness and validity of their claims;
4. generate critical questions pertaining to micro and macro-scale societal problems;
5. propose solutions to societal issues and problems; and
6. present proposed solution to a problem through a creative presentation or analysis paper.
Based on the CELOs, the FEULOs, GELOs, Critical Thinking Operations, and Critical Thinking Skills given focus in learning the course are the
following:
Page | 22
___________________________________________________________________________________________________________________
GE Expected Learning Course Expected Learning Critical Thinking

FEU Learning Outcomes Focused CT Skill
Outcomes Outcomes Operations
Persuasive Create arguments based Critique arguments as to The identification, Building arguments
Communication on reliable and the truthfulness and consideration and use of Reflect on one's
appropriate evidence. validity of their claims; reliable, accurate and claim
verifiable facts and data; Recognize
presuppositions
Identify arguments
Present main and
supporting ideas
Use pieces of
evidence
Evaluate
arguments
Thematize
information
Critique concepts
and claims
Compose
argumentative
statements
Defend one's
position
Professionalism Demonstrate Healthy skepticism
commitment in
accomplishing tasks in a
precise and punctual
manner.
Page | 23
___________________________________________________________________________________________________________________

Critical Thinking Analyze issues through Examine various The practice of self- Analyzing various
interdisciplinary lenses societal issues through reflection which is the issues
and with consideration interdisciplinary identification of one’s Reflect on others'
to different contexts. perspectives. own preconceptions response to
and biases and the situations
understanding of how Recognize plurality
these form one’s of ideas
opinion and analysis. Analyze trends and
problems
Assess
assumptions
Challenge
assertions and
ideas
Respectful
tolerance for
others'
perspectives
Creative Problem Solving Propose evidenced-based Propose solutions to The identification, Articulating solutions
fair actions and societal issues and understanding, clear to problems
alternative solution which problems explanation, and proposal Explain a position
are sustainable to address of analysis of or solutions Propose solutions
micro-macro-scale Present proposed to real-life problems Recommend
societal problems. solution to a problem and/or problematics. actions
through a creative
Page | 24
___________________________________________________________________________________________________________________

presentation or
analysis paper
Intellectual Curiosity Challenge present societal Identify rhetorical The identification, Identifying rhetorical
systems through thought- situations possible for understanding, clear situations
provoking questions. building arguments explanation, and proposal Distinguish
of analysis of or solutions rhetorical
to real-life problems examples
and/or problematics; Create a thesis
statement
Generate critical Generating questions

questions pertaining to Gather
micro and macro-scale information
societal problems Use audio-visual
resources
Organize ideas
Formulate
questions
Synthesize ideas
and concepts
Page | 25
___________________________________________________________________________________________________________________
GE DLECCT Courses Skills Mapping

The table below presents and summarizes the critical thinking skills given focus in each DLECCT course.
YEAR 1 YEAR 2
Sem 1 Sem 2 Sem 1 Sem 2
CT Operations GED0101:
GED0109: GED0119: GED0120:
College Academic Skills
Speech Communication Purposive Communication Scholarly Inquiry
in English
1. The identification, • Creating a thesis • Gathering information • Recognizing problems • Identifying rhetorical
understanding, clear statement • Using audio-visual • Demonstrating situations
explanation, and proposal resources confidence in facts and • Generating
of analysis of or data questions
solutions to real-life • Justifying arguments • Articulating solutions
problems and/or • Proposing solutions to problems
problematics. • Disseminating
information using
various channels
2. The identification, • Use citations and • Creating • Building arguments

consideration and use of references communication
reliable, accurate and correctly materials
verifiable facts • Integrity
and data. • Precision
Page | 26
___________________________________________________________________________________________________________________
YEAR 1 YEAR 2
GED0109: GED0119: GED0120:
in English
3. The practice of self- • Organizing ideas • Composing messages • Valuing multiculturalism • Analyzing various
reflection which is the • Explaining a and speeches in communication issues
identification of one’s own position • Reflecting on one’s • Identifying biases and
preconceptions • Reflecting on claims idea different perspectives
and biases and the • Awareness of one’s idea • Demonstrating
understanding of how and emotions professionalism in
these form one’s opinion different situations
and analysis.
4. The practice of • Identifying • Recognizing plurality • Critiquing multimodal

challenging dominant inferences and of ideas materials
perspectives especially arguments • Distinguishing
those that perpetuate the • Assessing different viewpoints in
marginalization of assumptions speeches
meanings, identities, and • Respectful tolerance
practices related to race, for other perspectives
class, gender, and • Intellectual humility
ethnicity.
Page | 27
___________________________________________________________________________________________________________________
YEAR 1 YEAR 2
GED0109: GED0119: GED0120:
in English
5. The practice of a • Gathering
healthy skepticism toward information
knowledge and how it is • Formulating
produced questions
including facts and data
considered reliable and
accurate.
6. The embrace of • Synthesizing ideas and

personal qualities such as concepts
courage of conviction, • Demonstrating verbal
scholarly discipline, and nonverbal skills in
intellectual humility, and speeches
tolerance for other • Introspective
perspectives. communication
• Physiological
readiness in delivering
speeches
• Punctuality
• Confidence in facts and
data
Page | 28
___________________________________________________________________________________________________________________
Also, the table below shows the critical thinking components of DLECCT courses when mapped following Jane S. Halonen’s framework (1995).
Metacognitive Skills
Reflect on one’s claim
Reflect on others’ response to situations
Metacognition
Recognize presuppositions
Recognize plurality of ideas
Foundation Skills Higher Level Skills Complex Skills

Demonstrating verbal and nonverbal skills Analyze trends and problems Challenge assertions and ideas
in speeches Assess assumptions Create a thesis statement
Disseminate information Distinguish rhetorical examples and fallacies Create multimodal materials
Explain a position Examining contemporary social problems and Critique concepts and claims
Gather information its contributory factors through the application Critique multimodal materials
Identifying inferences and arguments of different disciplines Defend one’s position
Cognitive Elements
Organize ideas Formulate questions Evaluate and justify arguments
Present main and supporting ideas Identify biases Evaluate information and its sources/evidence
Recognize problems Navigate scholarly research databases Propose solutions and actions
Use audio-visual resources Review literature Synthesize ideas and concepts
Use citations and references Use and connect pieces of evidence Thematize information
Value multiculturalism in communication
Emotion Attitude Physiology

Awareness and management of one’s Challenge of dominant practices Physiological Readiness
emotions Commitment
Empathy for others Confidence in facts and data
Courage of conviction
Propensity Healthy skepticism
Components Intellectual humility
Precision
Punctuality
Respectful tolerance for other perspectives
Scholarly
Page | 29
___________________________________________________________________________________________________________________
Blended Learning Courses (BLCs)

Blended Learning Courses (BLC) are classes which aim to expose students to issues relevant to the self and society though employing of blended
learning modality. In this setup, 50% of class time will be spent viewing recorded public intellectual lectures (PILS), doing assigned readings, and
answering learning exercises online via Canvas. On the other hand, 50% of the time will be focused on face-to-face small-group discussions and
engagements.
The table below presents which of the BLC class is targeting and contributing to students’ achievement of the FEULOs and GELOs.
FEULOs GELOs
GED0104:
Science,
Technology, and ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Society
GED0110:
Understanding
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
the Self
GED0113:
Filipino in the
Contemporary ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
World
GED0114:
Applied Ethics in
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Contemporary
Times
Page | 30
___________________________________________________________________________________________________________________
The setup for BLC classes is as follows:
• BLC courses have assigned Head Teachers (HTs).

• 1 course section is composed of 80 students and is scheduled 3 hours of engagement every week (e.g. MTH 13:30 to 15:00).
• 1 course section is assigned to 2 Teaching Assistants (TAs).
• The 2 TAs will divide the section into 4 subsections via class list. Each subsection is composed of 20 students.
• Each of the 2 TAs assigned will be handling 2 subsections from the original 1 section.
The TA and the assigned subsection will meet face-to-face once a week. The remainder engagement of the class will be an online asynchronous
activity. Below is a sample of this setup.
Head Teaching
Course Section Teacher Subsection Assistant Schedule Engagement
(HT) (TA)
GED0114 HT 1 Subsection 1 TA 1 Monday 13:30 – 15:00 F2F engagement
(20 students) Thursday 13:30 – 15:00 Asynchronous Online
Section 1
Subsection 2 TA 1 Monday 13:30 – 15:00 Asynchronous Online
MTH (20 students) Thursday 13:30 – 15:00 F2F engagement
13:30-15:00 Subsection 3 TA 2 Monday 13:30 – 15:00 F2F engagement

(20 students) Thursday 13:30 – 15:00 Asynchronous Online
(80 students)
Subsection 4 TA 2 Monday 13:30 – 15:00 Asynchronous Online
(20 students) Thursday 13:30 – 15:00 F2F engagement
Page | 31
___________________________________________________________________________________________________________________
Head Teacher (HTs) will be designing the course modules and facilitation plan. Further, HTs will conduct module briefing to the TAs to guide
them on the facilitation of the course. Specifically, they are tasked to:
1. Write the following course materials:

a. Course Information Booklet
b. Module Facilitation Guide for TAs
c. At least 6 FAs and 2 SAs for the course
2. Conduct at least 2 module briefings to TAs every month.
3. Facilitate master classes for the BLC classes.
4. Monitor course facilitation progress of TAs.
5. Check TAs’ class records.
The designation of responsibilities between Head Teachers and Teaching Assistants is shown in the table below.
BLC Components Role

1. Course Instructional Design and Monitoring Head Teacher
a. Write the following course materials:

• Course Information Booklet
• Module Facilitation Guide for TAs
• At least 6 FAs and 2 SAs for the course
b. Conduct at least 2 module briefings to TAs every month.
2. Classroom engagement (1.5-hour F2F session per week) Teaching Assistant
Page | 32
___________________________________________________________________________________________________________________
BLC Components Role

a. Preliminary Activities - these are initial activities that learners will do to exhaust the content of the
resource material (e.g. reading, PILS video).
b. Deepening of understanding - these are activities that learners will do to analyze, evaluate, and/or
synthesize the content of the resource material.
c. Ungraded formative assessments – these are ungraded activities that will assess students’
demonstration of understanding and skills, using the resource material as a vehicle to build learning
base.
3. Asynchronous online activity (1.5-hour asynchronous online activity + 2.5 hours workload per week) Teaching Assistant
a. Work-along activities – these are ungraded activities that will allow students to explore the resource
material and further their ideas (e.g. watch PILS videos; do annotations, marginal notes, concept
mapping, etc.).
b. Graded formative assessments – these are outputs or performances students are expected to
accomplish as evidence of demonstration of learning outcomes.
4. Master class (Schedule of sessions depend on the instructional design of the Head Teacher) Head Teacher
a. Plenary Lecture – these are large lecture classes conducted by the head teacher, may be once or twice
a month but only as deemed necessary by the Head Teacher, to allow students reflect on what will be
covered or what have transpired in the module. The master class may replace the 1.5-hour classroom
engagement or 1.5-hour asynchronous online activity in a week.
Page | 33
___________________________________________________________________________________________________________________
Public Intellectual Lecture Series (PILS)

Public Intellectual Lecture Series (PILS) is a collection of recorded video lectures which is used by FEU General Education (GE) large classes as
primary learning resource. PILS aims to inform and expose students into the scholarly and research-based discussions concerning topics of the
course. PILS is characterized by the following features:
1. PILS presents discussions of scholars about the selected topic. It discusses trends, problems, and issues based on current and emerging
research about the topic.
2. PILS features experts in the topic being discussed. It provides venue for field’s scholars, scientists, and practitioners to share their
expertise through recorded lectures.
3. PILS is complementing research-based readings. It gives students opportunity to explore further ideas and extend understanding from
these readings.
4. PILS is based from the course expected learning outcomes. Development and production of PILS are based on the needed content-
knowledge which can allow students to demonstrate learning skills.
5. PILS is used to develop knowledge base of students. PILS does not replace classroom engagement but rather serves as a springboard for
teachers and students to engage in academic conversations and collaborations.
How to use PILS
PILS is used as a springboard for and/or extension of discussions and activities inside and outside the classroom. Thus, it can follow either of the
following facilitation model:
Page | 34
___________________________________________________________________________________________________________________
Facilitation Model 1: PILS as a springboard for discussions and activities
Modality Classroom engagement Asynchronous online activity

Face-to-face
2
Preliminary Activity
Deepening Activity
Ungraded formative
Online
3
Graded formative
1
Lecture Video and
Readings
Work-along activity
In this model, PILS is given to students as a resource material to watch before coming to class. Students are also given ungraded work-along
activities (e.g. concept mapping, guided questions, marginal notes, etc.) that will allow them to explore the PILS along with the readings. Then,
Page | 35
___________________________________________________________________________________________________________________
different activities are conducted during classroom engagement to exhaust and deepen understanding gained from the PILS. These activities
are:
a. Preliminary Activities - these are initial activities that learners will do to exhaust the content of the resource material.
b. Deepening of understanding - these are activities that learners will do to analyze, evaluate, and/or synthesize the content of the
resource material.
c. Ungraded formative assessments – these are ungraded activities that will assess students’ demonstration of understanding and skills,
using the resource material as a vehicle to build learning base.
Graded formative assessment is then given as an output or performance which students are expected to accomplish as evidence of
demonstration of learning outcomes.
Facilitation Model 2: PILS as an extension of discussions and activities
Modality Classroom engagement Asynchronous online activity

Face-to-face
2
Preliminary Activity 1
Deepening Activity Readings
Ungraded formative
Online
3
Lecture Video
Work-along activity
Graded formative
Page | 36
___________________________________________________________________________________________________________________
In this model, PILS serves as resource material to further insights of students learned from the readings and classroom engagement. Thus,
asynchronous online work-along activities allow students to interact with the material and use PILS in accomplishing their graded formative
assessment.
Based on these models, Annex 2 shows a sample Module Facilitation Guide that Head Teachers will use to design the facilitation of classes using
PILS.
GED0104: Science, Technology, and Society
Science, Technology, and Society (STS) is a course that explores the philosophical, social, cultural, political, and economic viewpoints of science
and technology as it permeates in society. This interdisciplinary course engages students to confront the current challenges of science and
technology in Philippine and global societies. To do this, focus is placed on broadening students’ awareness regarding the historical development
of science and technology which is integral in fortifying humanity. As students will come to uncover the interaction of science and technology
with society, they will also look at how the levels of social arrangement affect and shape this interaction. The objective is for students to become
informed citizens of society and be impending nation builders capable of responding critically to the unprecedented challenges of the
contemporary world. Significant issues and trends to investigate include scientific revolutions, information age, digital surge, robotics,
surveillance, national industrialization, climate change adaptation, and disaster risk reduction.
Students will be engaged in reading books, reviews, journal articles, essays, and case studies. They will participate in several types of discourses
through master class sessions and online learning management system exercises. The selected readings and Public Intellectual lecture Series
(PILS) videos will examine each topic navigating through global scenarios and highlighting Philippine involvement in science and technology.
At the end of this course, students are expected to use local and global perspectives to rationally and ethically address human challenges that
science and technology bring forth – its profits and risks, its promises, and perils – to virtually all aspects of human life. Specifically, students are
able to demonstrate the following Course Expected Learning Outcomes (CELOs) after passing the course:
1. integrate information about the evolution of ideas in scientific research and technological advancement, as it impacts Philippine and
global societies;
Page | 37
___________________________________________________________________________________________________________________
2. examine the strengths and weaknesses of scientific and technological developments in Philippine and global societies;
3. evaluate research-based solutions that you can contribute to address current challenges of the society using science and technology;
4. evaluate how science and technology influence social trends and media content in the digital platform;
5. formulate thoughtful and intelligent actions that are vital for responsible public behaviour, social and environmental awareness, and civic
engagement; and
6. propose responses to local as well as global challenges in science and technology in accordance with the core values of fortitude,
excellence, and uprightness.
Critical thinking Analyze issues through Integrate information Identification, understanding, • Synthesizing ideas
interdisciplinary lenses and about the evolution of clear explanation, and proposal of and concepts
with consideration to ideas in scientific research analysis of or solutions to real-life • Thematizing
different contexts. and technological problems and/or problematics information
advancement, as it impacts
Philippine and global
societies
Creative Propose evidenced-based Propose responses to local Practice of challenging dominant • Examining
Problem Solving fair actions and alternative as well as global challenges perspectives especially those that contemporary social
solution which are in science and technology perpetuate the marginalization of problems and its
sustainable to address in accordance with the meanings, identities, and practices contributory factors
micro-macro-scale societal core values of fortitude, related to race, class, gender, and through the
problems. excellence, and ethnicity application
uprightness • Proposing solutions
and actions
Page | 38
___________________________________________________________________________________________________________________

Intellectual Challenge present societal Evaluate research-based Practice of a healthy scepticism • Evaluating
Curiosity systems through thought- solutions that students can toward knowledge and how it is information and its
provoking questions. contribute to address produced including facts and data sources/evidence
current challenges of the considered reliable and accurate
society using science and
technology
Examine the strengths and Practice of challenging dominant • Comparing and

weaknesses of scientific perspectives especially those that contrasting
and technological perpetuate the marginalization of
developments in Philippine meanings, identities, and practices
and global societies related to race, class, gender, and
ethnicity
Responsible Respond to the needs of the Formulate thoughtful and Identification, understanding, • Proposing solutions
Citizenship community through intelligent actions that are clear explanation, and proposal of and actions
transformational leadership. vital for responsible public analysis of or solutions to real-life • Synthesizing ideas
behaviour, social and problems and/or problematics and concepts
environmental awareness,
and civic engagement
Responsible Disseminate information Evaluate how science and Practice of a healthy scepticism • Evaluating and
Digital evaluated through ethical, technology influence social toward knowledge and how it is justifying arguments
Citizenship responsible, and trends and media content produced including facts and data • Evaluating
conscientious standards. in the digital platform considered reliable and accurate information and its
sources/evidence
Page | 39
___________________________________________________________________________________________________________________
GED0110: Understanding the Self

This course focuses on relevant studies and issues on understanding the self, following an interdisciplinary approach within the framework of
contextualism. It examines the forces that contribute to the formation of the self and emphasizes experiential learning to allow students to apply
course topics to real life situations, issues, and concerns. The topics will help students gain self-knowledge and facilitate self-discovery. Lessons
will also include effective ways to achieve personal well-being and to improve their quality of life. The course also focuses on current issues that
influence the development of personal identity and social responsibility such as culture, gender and diversity, technology and cyberspace,
spirituality, and politics. Specifically, students are able to demonstrate the following Course Expected Learning Outcomes (CELOs) after passing
the course:
1. apply various theories and perspectives to gain self-knowledge and facilitate self-discovery;
2. analyze significant factors that affect personal wellbeing;
3. reflect on issues that impact the formation of self-identity and social responsibility;
4. demonstrate awareness of interplay among personal, social, and cultural factors on the formation of the self;
5. plan action and habits that will result to quality mental health; and
6. create solutions in resolving current issues and challenges that contribute to healthy self and identity.

Critical Thinking Analyze issues through Analyze significant factors Practice of self-reflection which is • Analyzing trends and
interdisciplinary lenses and that affect personal the identification of one’s own problem
with consideration to wellbeing. preconceptions and biases and the
different contexts. understanding of how this form
one’s opinion and analysis.
Page | 40
___________________________________________________________________________________________________________________

Reflect on one's position in Create solutions in Identification, understanding, clear • Problem solving
issues concerning the self resolving current issues explanation, and proposal of • Recommending
and the society. and challenges that analysis of or solutions to real-life actions
contribute to healthy self problems and/or problematics.
and identity.
Creative Propose evidenced-based Plan action and habits that Identification, understanding, clear • Recommending
Problem Solving fair actions and alternative will result to quality mental explanation, and proposal of actions
solution which are health. analysis of or solutions to real-life • Proposing solution
sustainable to address problems and/or problematics.
micro-macro-scale societal
problems.
Intellectual Challenge present societal Apply various theories and Embrace of personal qualities such • Synthesizing ideas
Curiosity systems through thought- perspectives to gain self- as courage of conviction, scholarly and concepts
provoking questions. knowledge and facilitate discipline, intellectual humility, and
self-discovery. tolerance for other perspectives.
Responsible Respond to the needs of the Reflect on issues that Practice of a healthy skepticism • Reflecting on one’s
Citizenship community through impact the formation of toward knowledge and how it is claim
transformational leadership. self-identity and social produced including facts and data
responsibility. considered reliable and accurate.
Responsible Disseminate information Demonstrate awareness of Practice of challenging dominant • Empathy for others
Digital evaluated through ethical, interplay among personal, perspectives especially those that • Perspective taking
Citizenship responsible, and social, and cultural factors perpetuate the marginalization of
conscientious standards. on the formation of the self. meanings, identities, and practices
Page | 41
___________________________________________________________________________________________________________________

related to race, class, gender, and
ethnicity.
GED0113: Filipino in the Contemporary World

Students will be introduced to the concepts, theories, and critical issues of globalization and development in this course. They will examine the
social, political, economic, cultural, technological, ecological, and other transformations that have created an increasing awareness of the
interconnectedness of the Filipino with peoples and spaces around the world. Likewise, students will venture to understand the contemporary
world through what is known as progressive contextualization, a method of analysis that will help us trace connections among development
issues, challenges, sectors, and people on different scales. Further, they will engage in critical discussions, review audio-visual materials, read
and analyze texts on development theory, organize online fora, and plan and produce a collaborative multimedia project. The course aims to
develop a sense of global citizenship so that students will become an advocate for holistic human development. Specifically, students are able
to demonstrate the following Course Expected Learning Outcomes (CELOs) after passing the course:
1. explain the concepts in paradigms of development and globalization in the context of multi-sectoral drivers of Philippine Society;
2. apply the ideas and theories of development and globalization to progressively contextualize and establish connections between real-
life experiences and world events;
3. analyze globalization and development vis-a-vis non-state actors’ intervention in various humanitarian crises;
4. examine the role of youth in the overall national development of the Philippine Society amidst globalization;
5. evaluate how globalization impacts the economy, politics, socio-cultural, media, security, and other dimensions of Philippine Society;
6. critique the contemporary Philippine Media landscape (mis/dis-information, repression, press freedom etc.) and its role towards
upholding democracy; and
7. design an advocacy plan that addresses the pressing societal issues faced by Filipinos in contemporary world.
Page | 42
___________________________________________________________________________________________________________________
Based on the CELOs, the following are the FEULOs, GELOs, Critical Thinking Operations, and Critical Thinking Skills given focus in learning the
course:

Persuasive Articulate ideas in an Explain the concepts in Identification, consideration Reasoning about the topic
Communication understandable and paradigms of development and use of reliable, accurate
appreciable manner based Making meaning and
and globalization in the and verifiable facts and data.
on social setting. connection on the theories
context of multi-sectoral
of development
drivers of Philippine Society.
Understanding the links
between ideas of
globalization
Critical Thinking Analyze issues through Analyze globalization and Practice of a healthy Recognize, build and appraise
interdisciplinary lenses and development vis-a-vis non- skepticism toward knowledge arguments
with consideration to state actors’ intervention in and how it is produced
different contexts. Determining relevance of
various humanitarian crises. including facts and data
globalization in
considered reliable and
contemporary times
accurate.
Approaching issues relative
to multi-sectoral drivers
Evaluate how globalization Practice of self-reflection Evaluate a point of view across

impacts the economy, which is the identification of concepts
politics, socio-cultural, one’s own preconceptions
Presenting the varying
media, security, and other and biases and the
lenses in understanding
Page | 43
___________________________________________________________________________________________________________________

dimensions of Philippine understanding of how these Filipino in the
Society. form one’s opinion and contemporary world.
analysis.
Creative Propose evidenced-based Apply the ideas and Embrace of personal qualities Integrating ideas and theories
Problem Solving fair actions and alternative theories of development such as courage of conviction,
solution which are and globalization to Articulating
scholarly discipline,
sustainable to address progressively contextualize interdisciplinary ideas to
intellectual humility, and real-life experiences and
micro-macro-scale societal and establish connections tolerance for other
problems. between real-life world events
perspectives.
experiences and world
events.
Intellectual Challenge present societal Critique the contemporary Practice of challenging Formulating a stand about a
Curiosity systems through thought- Philippine Media landscape dominant perspectives topic
provoking questions. (mis/dis-information, especially those that
Identifying critical and
repression, press freedom perpetuate the
sound judgement in the
etc.) and its role towards marginalization of meanings, contemporary Philippine
upholding democracy. identities, and practices Media landscape
related to race, class, gender,
and ethnicity.
Page | 44
___________________________________________________________________________________________________________________

Responsible Respond to the needs of the Examine the role of youth Identification, Propose a timely and relevant
Citizenship community through in the overall national understanding, clear solution
transformational leadership. development of the explanation, and proposal of
Identifying pressing
Philippine Society amidst analysis of or solutions to
societal issues faced by
globalization. real-life problems and/or
Filipinos in contemporary
problematics.
world
Design an advocacy plan Understanding, clear Reflecting on one’s role to

that addresses the pressing explanation, and proposal of beliefs and values
societal issues faced by analysis of or solutions to
•
Filipinos in contemporary real-life problems and/or
world. problematics.
GED0114: Applied Ethics in Contemporary Times

Students will be introduced to interdisciplinary perspectives (psychological, socio-anthropological, and Ethical Thoughts) in analyzing personal
and social contemporary ethical issues. They will examine case studies using various ethical frameworks (ends-based, rule-based, and care-
based) in resolving ethical issues. The course aims to capacitate students to become responsible and responsive leaders, managers, employers,
entrepreneurs, workers, and citizens imbued with uprightness. At the end of this course, the students will exercise critical decision-making skills
(applied ethics) in resolving contentious ethical issues through creative outputs, case studies and oral presentation. Specifically, students are
able to demonstrate the following Course Expected Learning Outcomes (CELOs) after passing the course:
1. use different ethical frameworks in decision-making;
Page | 45
___________________________________________________________________________________________________________________
2. integrate the values of fortitude, excellence, and uprightness on issues involving ethical and decisions in one’s personal and
professional lives;
3. analyze how one’s physiological and mental processes, culture, society, and media influence one’s assessment of a situation and ethical
decision-making;
4. evaluate ethical issues by participating in collaborative discussion forums;
5. develop an ethical stance about contentious societal issues and personal dilemmas; and
6. formulate ethical and principled solutions on ethical issues arising from current events through research and problem-based activities.
course:

Persuasive Create arguments based on Use different ethical Identification, consideration Employing different ethical
Communication reliable and appropriate frameworks in decision- and use of reliable, accurate framework in decision-
evidence. making. and verifiable facts and making.
data.
Formulate ethical and Identification, Constructing solutions

principled solutions on understanding, clear
ethical issues arising from explanation, and proposal of
current events through analysis of or solutions to
research and problem- real-life problems and/or
based activities. problematics.
Critical Thinking Analyse issues through Analyse how one’s Practice of self-reflection Comparing and contrasting
interdisciplinary lenses and physiological and mental which is the identification of preconceptions and biases
processes, culture, society, one’s own preconceptions
Page | 46
___________________________________________________________________________________________________________________

with consideration to and media influence one’s and biases and the
different contexts. assessment of a situation understanding of how these
and ethical decision- forms one’s opinion and
making. analysis.
Reflect on one's position in Integrate the values of Practice of self-reflection

issues concerning the self fortitude, excellence, and which is the identification of
and the society. uprightness on issues one’s own preconceptions
involving ethical and and biases and the
decisions in one’s personal understanding of how these
and professional lives. forms one’s opinion and
analysis.
Intellectual Challenge present societal Develop an ethical stance Practice of challenging Explaining and justifying one’s
Curiosity systems through thought- about contentious societal dominant perspectives point of view about social
provoking questions. issues and personal especially those that issues.
dilemmas. perpetuate the
marginalization of
meanings, identities, and
practices related to race,
class, gender, and ethnicity.
Responsible Disseminate information Evaluate ethical issues by Practice of a healthy Appraising ethical issues
Digital evaluated through ethical, participating in scepticism toward
Citizenship knowledge and how it is
Page | 47
___________________________________________________________________________________________________________________

responsible, and collaborative discussion produced including facts
conscientious standards. forums. and data considered reliable
and accurate.
Professionalism Demonstrate commitment Integrate the values of Embrace of personal Employing the FEU core
in accomplishing tasks in a fortitude, excellence, and qualities such as courage of values
precise and punctual uprightness on issues conviction, scholarly
manner. involving ethical and discipline, intellectual
decisions in one’s personal humility, and tolerance for
and professional lives. other perspectives.
Page | 48
___________________________________________________________________________________________________________________
GE BLC Skills Mapping

The table below presents and summarizes the critical thinking skills given focus in each Blended Learning Course.
YEAR 1 YEAR 2
CT Operations GED0104: Science, GED0110: Understanding GED0113: The Filipino in GED0114: Applied Ethics
Technology, and Society the Self the Contemporary World in Contemporary Times
1. The identification, • Synthesizing ideas • Problem solving Propose a timely and • Constructing
understanding, clear and concepts • Recommending relevant solution solutions
explanation, and proposal • Thematizing actions
Identifying pressing
of analysis of or information • Proposing solution
solutions to real-life societal issues faced
problems and/or by Filipinos in
problematics. contemporary world
Reflecting on one’s
role to beliefs and
values
2. The identification, Reasoning about the topic • Employing different

consideration and use of ethical framework in
reliable, accurate and Making meaning and
decision-making.
verifiable facts connection on the
and data. theories of
development
Page | 49
___________________________________________________________________________________________________________________
YEAR 1 YEAR 2
Understanding the
links between ideas of
globalization
Recognize, build and
appraise arguments
Determining relevance
of globalization in
contemporary times
Approaching issues
relative to multi-
sectoral drivers
3. The practice of self- • Analyzing trends and Evaluate a point of view • Comparing and
reflection which is the problem across concepts contrasting
identification of one’s own preconceptions and
preconceptions Presenting the varying biases
and biases and the lenses in
understanding of how understanding Filipino
these form one’s opinion in the contemporary
and analysis. world.
Page | 50
___________________________________________________________________________________________________________________
YEAR 1 YEAR 2
4. The practice of • Examining • Empathy for others Formulating a stand about • Explaining and
challenging dominant contemporary • Perspective taking a topic justifying one’s point
perspectives especially social problems of view about social
those that perpetuate the and its contributory Identifying critical and issues.
marginalization of factors through the sound judgement in the
meanings, identities, and application contemporary
practices related to race, • Proposing solutions Philippine Media
class, gender, and and actions landscape
ethnicity. • Comparing and
contrasting
5. The practice of a • Evaluating • Reflecting on one’s Recognize, build and • Appraising ethical
healthy skepticism toward information and its claim appraise arguments issues
knowledge and how it is sources/evidence
produced • Evaluating and Determining relevance
including facts and data justifying of globalization in
considered reliable and arguments contemporary times
accurate.
Approaching issues
relative to multi-
sectoral drivers
Page | 51
___________________________________________________________________________________________________________________
YEAR 1 YEAR 2
6. The embrace of • Synthesizing ideas and Integrating ideas and • Employing the FEU
personal qualities such as concepts theories core values
courage of conviction,
scholarly discipline, Articulating
intellectual humility, and interdisciplinary ideas
tolerance for other to real-life experiences
perspectives. and world events
Page | 52
___________________________________________________________________________________________________________________
GE Elective Courses
Electives are courses taken by students based on their preference. Elective courses offer exploration and discussion of specific topics on selected
disciplines. Students choose what course to take from these topics based on their interest. Through this, electives serve as a venue for students
to form their individual curriculum (Zhumabaeva et al., 2016).
GE elective courses is composed of GED0117: Culture, Society, Ideas, and Innovation (CSII) and GED0118: Talakayan sa Makabuluhang Araling
Pangkultura, Panlipunan at Reyalistikong Usapin sa Wika (TAMARAW). The table on the succeeding page presents which of the GE elective course
is targeting and contributing to students’ achievement of the FEULOs and GELOs.
FEULOs GELOs
GED0117:
Culture, Society,
Ideas, and ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Innovation (CSII)
GED0118:
Talakayan sa
Makabuluhang
Araling
Pangkultura,
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Panlipunan at
Reyalistikong
Usapin sa Wika
(TAMARAW)
Page | 53
___________________________________________________________________________________________________________________
GED0117: Culture, Society, Ideas, and Innovations

This course aims to develop students’ appreciation for various societies and cultures in an ever-changing world. Using inter- and cross-disciplinary
approaches, the course tackles different schools of thought to contextualize societies, cultures, ideas, and innovations, as well as provide
sustainable solutions to contemporary social problems and issues such as urbanism and renewal, cultural preservation and dissemination,
marginality, power relations, ethnic relations, and class issues and struggles. With these goals, the students will be exposed to wide variety of
learning materials and activities like seminars/webinars, community development planning, and paper presentation. At the end of the semester,
students are expected to write a critical essay on a social problem or issue and present sustainable and culturally appropriate solutions.
FEU Learning Outcomes GE Expected Learning Outcomes

Critical Thinking Analyze issues through interdisciplinary lenses and with consideration to different contexts.
Reflect on one's position in issues concerning the self and the society.
Creative Problem Solving Propose evidenced-based fair actions and alternative solution which are sustainable to address micro-
macro-scale societal problems.
Intellectual Curiosity Challenge present societal systems through thought-provoking questions.
Responsible Citizenship Respond to the needs of the community through transformational leadership.
Responsible Digital Citizenship Disseminate information evaluated through ethical, responsible, and conscientious standards.
Page | 54
___________________________________________________________________________________________________________________
Sample GED0117 Elective Topics

Faculty Title Description
Ameerah Making and This elective examines the processes of capacity development, participation, and representation on policy-
Milano Transformation making in the VUCA (Volatile, Uncertain, Complex, Ambiguous) World as they constitute the laws and legal
through Bridging provisions that influence behavior, culture, and rules that modify social realities and identities. Through an
Leadership emphasis on Bridging Leadership as a framework, students will assess and analyze the interactions between the
different dimensions of the development path in state-building i.e., economic growth, social mobilization, state
capacity, the rule of law, empirical data and accountability.
Marko Truth, Knowledge, The course explores some of the philosophical insights of Friedrich Nietzsche on Truth and Knowledge. The
Antonio and Nietzsche course aims to use these philosophical concepts to sharpen the students’ analysis and evaluation on current
Da Silva societal issues such as misinformation, historical truth, and partisan politics. At the end of the course, the
student should be able to formulate more nuanced arguments and perspectives that may extend to their
evaluation of other matters important to their academic and professional life.
Freedom and This course will explore the concepts of freedom and oppression in society through the works of two influential
Oppression from philosophers, Jean Paul Sartre and Franz Fanon. Throughout the course, students will examine and evaluate
Sartre to Fanon their ideas on the nature of freedom, how it is constrained by societal structures and institutions, and the ways
in which individuals can resist and overcome oppression. The course will entail some reading on Fanon and
Sartre’s work, namely: Sartre’s Being and Nothingness (1943), and Fanon’s The Wretched of the Earth (1961).
Students will also read and engage with texts written by contemporary scholars that would ideally aid the
student’s understanding of the philosophers’ ideas and its potential application to society. By the end of the
course, students will have gained a nuanced understanding of the ways in which freedom and oppression
operate in society, as well as the tools to critically analyze and engage with these issues in their own lives and
communities.
Page | 55
___________________________________________________________________________________________________________________

Cecilia Trends in 21st General: to expose the students and give them an adequate knowledge, understanding, and appreciation of
Bethina Century Philippine Contemporary Philippine Literature through a subject of the exemplars of Local, Metropolitan, Popular in
Elmido Literature: From Philippine Literature and to draw from these works an understanding of the minds that created them and the
Speculative Fiction milieu that helped shaped them.
to Komiks
Giovanni The Gen Z and the This course aims to develop students’ appreciation for various societies and cultures in an ever-changing world.
Carlo Modern Society Using inter- and cross-disciplinary approaches, the course tackles different schools of thought to contextualize
Atendido societies, cultures, ideas, and innovations that the present generation experiences and are being challenged of.
They are expected to provide sustainable solutions to contemporary social problems and issues so that as young
professionals are aware of these situations, they are equipped to readily engage to these relenting concerns of
the present times.
Gina Luna The Philippine In globalized times, the internationalization of education is actively embraced by higher education institutions
Universities in a worldwide. It is a trend where universities modify their strategic plans from being traditional to more
Globalizing World: participative in their engagements and collaborations with other organizations. The demands for
Trends, Issues, internationalization in the areas of teaching and academic services are three areas where universities need to
and Challenges take more initiative to flourish. Universities from both progressive and emergent nations are pursuing this
phenomenon to remain at the competitive edge. Internationalization is also an aspiration of the Philippine
Higher Education Institutions (PHEIs), as part of their institutional innovation.
Marc Science Education The course introduces the students on the implications of the Philippine science education to the different
Lancer in the Philippines aspects of society. Furthermore, it will provide context on the current situation of science education in our
Santos country. Future direction and trends will also be explored in the course.
Leo Multiculturalism This course aims to develop students’ appreciation for various societies and cultures in an ever-changing world.
Cabanza and Society Using inter- and cross-disciplinary approaches, the course tackles different school of thought to contextualize
Page | 56
___________________________________________________________________________________________________________________

multiculturalism in societies, as well as provide contemporary solutions towards its challenges for cultural
diversity, inclusivity and ethnical relations.
Paul A Dive into the This elective course primarily revolves around discourses on perspectives, issues, and problems concerning the
Anthony 21st Century complexities and precarity of the 21st Century Philippines. It is a survey of highly contested ideologies,
Tecson Philippines: A perspectives, values, and ways of life that affect one’s culture, personal life, and collective social arrangements.
Society of The class will use various schools of thought from Philosophy, Sociology, Political Economy, and History in
Madness? dissecting and nuancing the complexities of each theme and topic under the subject.
This aims to espouse cross-disciplinary and critical, yet constructive, views of contemporary problems of the
Philippine nation toward a society that engenders wellness and well-being among its citizens. This also hopes
to help students in making sense of modern life. The class will utilize both traditional (e.g., books and research
journals) and modern (e.g., MCU movies, documentaries, and social media contents) materials as academic
references.
Jules Human Security in The course focuses on human security, a contemporary security framework that shifted the traditional focus
Arceo the 21st Century on the state (state security) to the human individual. It provides an overview of the various dimensions of
human security—socio-political, economic, health, and environmental—with emphasis on the different threats
to human security such as inter- and intra-state conflict, poverty and underdevelopment, infectious diseases,
and the climate crisis. Along with reading materials like book chapters and news articles, online clips, films, and
photos will be the course learning materials. Using this approach, the course aims to facilitate student discourse
on three converging points: the causes of human insecurity, the implications of human security to human
welfare and development, and the initiatives to address these threats.
Carl A Study of Philosophy has always seemed to be a daunting subject matter to discuss, and many shy away from philosophy
Vincent Friedrich as a result. The course is geared towards providing students with a more dynamic way of delving into philosophy
Ong Nietzsche’s by discussing themes and concepts of philosophy in conjunction with popular culture, specifically, through film
Philosophy and television. This course will explore themes and topics in selected tv shows and movies in popular culture
Page | 57
___________________________________________________________________________________________________________________

through Pop in relation to the philosophy of Friedrich Nietzshce. Throughout the course, students will be exposed to the
Culture core concepts of Nietzsche’s philosophy through both media (pop culture films and television programs) and
through the discussion of Nietzsche’s works. The main objective of this course is to provide students with an
understanding of the major concepts presented in Nietzsche’s philosophy. The course will delve into the life
and works of Friedrich Nietzsche, and look into the core concepts that make up Nietzsche’s philosophy. The
course will entail reading select chapters of some of Nietzsche’s works (such as Beyond Good and Evil, Twilight
of the Idols, and Thus Spoke Zarathustra) and watching films and or episodes of shows from contemporary pop
culture (such as Rick and Morty, The Punisher, and Fight Club). By the end of this course, students will have
gained an understanding of the core concepts of Nietzsche’s philosophy such as the Overman, Self Overcoming,
and the Revaluation of Values, and the ability to analyze and engage concepts and situations in their day to day
life using the tools provided by Nietzsche’s philosophy.
Robert The Philippines This course will explore the Philippines' rich and diverse intangible cultural heritage and aims to
John P. and its Intangible develop awareness of varied traditions, expressions, knowledge, and skills that have been passed down from
Pastera Cultural Heritage generations to generations. Traditional indigenous dances, music, rituals, politics and social structure,
traditional medicine, knowledge of the environment and healing techniques, oral literature and storytelling,
and livelihood will be covered. Further examination of modernization, globalization and the role of United
Nations Educational, Scientific and Cultural Organization (UNESCO) in the preservation of such traditions will
also be part of the course.
Page | 58
___________________________________________________________________________________________________________________
GED0118: Talakayan sa Makabuluhang Araling Pangkultura, Panlipunan at Reyalistikong Usapin sa Wika (TAMARAW)
Tatalakayin sa kursong ito ang iba’t ibang ideya sa pagbabago ng wika, kultura, at lipunan. Layunin nitong malinang ang mapanuring pag-iisip ng
mga mag-aaral sa pakikipagdiskurso sa mga tiyak na isyu at usapin sa ibat ibang sektor ng lipunan.

Kritikal na Pag-iisip Pagsusuri sa iba’t ibang isyu sa pamamagitan ng interdisiplinaryong lente na may pagsasaalang-alang sa
(Critical Thinking) iba’t ibang konteksto.
(Analyze issues through interdisciplinary lenses and with consideration to different contexts)
Pagmumuni-muni sa tindig sa mga isyung may kaugnayan sa sarili at lipunan

(Reflect on one's position in issues concerning the self and the society)
Malikhaing Pagtugon sa Suliranin Pagpapanukala ng mga solusyon at patas na pagkilos batay sa mga matibay na ebidensya upang
(Creative Problem Solving) matugunan ang mga isyu at usaping panlipunan.
(Propose evidenced-based fair actions and alternative solution which are sustainable to address micro-
macro-scale societal problems)
Intelektuwal na Kuryosidad Pagtugon sa mga napapanahong isyu sa pamamagitan ng mga mapanghamon at kritikal na suliranin.
(Intellectual Curiosity) (Challenge present societal systems through thought-provoking questions)
Pananagutang Pagtugon sa mga pangangailangan ng komunidad sa pamamagitan ng mga mapagbagong pamumuno.

Pagkamamamayan (Respond to the needs of the community through transformational leadership
(Responsible Citizenship)
Page | 59
___________________________________________________________________________________________________________________

Responsableng Pamumudmod ng mga natayang impormasyon sa pamamagitan ng mga responsable at etikal na
Pagkamamamayang Digital batayan.
(Responsible Digital Citizenship) (Disseminate information evaluated through ethical, responsible, and conscientious standards)
Propersyunalismo Nagagampanan ang tungkulin ng mag-aaral sa pagtatamo ng intelektwalisadong Filipino sa iba’t ibang
(Professionalism) disiplina at larangan.
(Demonstrate commitment in accomplishing tasks in a precise and punctual manner.)
Sample GED0118 Elective Topics

Juanito N. Anot Jr. Ang Overseas Filipino Nakatuon ang kursong ito sa pagtalakay sa kasalukuyang kalagayan at sitwasyon ng
Workers sa Globalisadong Overseas Filipino Workers sa panahon ng globalisasyon. Lalamanin ng kursong ito ang
Mundo pagtalakay sa papel at tungkulin ng mga migrante sa loob at labas ng bansa na
nagsasanga sa iba’t ibang sosyo-ekomikal na isyu. At gayundin kung paano tinitingnan
ang mga migrante sa lipunang Pilipino.
Mariz Autor Ang Pop Culture at ang Tatalakayin sa kursong ito ang iba’t ibang kaisipan/ideya tungkol sa mga pagbabago sa
Lipunang Pilipino sa New kulturang popular sa new media. Layunin ng kursong ito na maipakilala sa mga mag-aaral
Media ang mga napapanahong isyu at usaping panlipunan gamit ang mga popular na materyal
tungo sa pagiging kritikal at mapanuring mamamayan.
Mark Anthony B. Sayaw Pilipinas Bilang isang Pilipino, mahalaga sa atin ang maintindihan ang koneksyon ng wika, kultura,
Rosario at lipunan kung ang pag-uusapan natin ang sayaw sa Pilipinas. Sa patuloy na pagbabago
ng mundo, madalas ay nakakalimutan na natin bigyan ng pagpaphalaga ang mga sayaw
Page | 60
___________________________________________________________________________________________________________________

sa Pilipinas bilang isang sining. Sa klase na ito maiisa-iisa ang ginagampanang papel ng
ating wika, kultura, at lipunan sa mga piling sayaw sa Pilipinas. Mabibigyan din ang bawat
mag-aaral para pag-usapan ang mga napapanahon isyu tungkol sa sayaw.
Ameerah D. Milano Kultural na Malayuning Tinatalakay sa kurso ang mga proseso ng komunikasyon nang may diin sa kaibahan ng
Komunikasyon: Pagtalakay sa pag-iisip, pag-unawa, pagdanas, at pagdama bunga ng sari-saring kulturang pinag-
Diskurso ng Kasarian at uugatan ng mga tao, komunidad at pangkat na nagpapalitan ng impormasyon gamit ang
Sekswalidad sa Lipunang diskursong patriarkal sa wika at panitikang bayan sa pagbubuo ng konseptong kasarian
Pilipino at sekswalidad.
Jorge P. Cuibillas Kultura ng Pag-aalaga ng Aso Pokus ng kurso ang makabuluhang pagtalakay sa “Kultura ng Pag-aalaga ng Aso sa
sa Lipunang Pilipino Lipunang Pilipino.” Kaakibat nito (elective) na mapaunlad ang kritikal na kaalaman at
kasanayan ng mga mag-aaral sa pag-aalaga ng aso, bilang isa sa mga nilalang ng Dios.”
Tatalakayin sa bahaging ito ang iba’t ibang espasyo sa kultura ng pag-aalaga ng aso sa
lipunang Pilipino. Layunin ng elektib na ito na malinang ang kritikal na pagsasaliksik ng
mga mag-aaral at maunawaan ang ugnayan ng mga amo at aso na totoong nagaganap sa
ating lipunan.
Rita D. Morales Wika, Kultura at Kabuhayan Laman ng kursong ito ang pagtalakay sa ilang pangunahing konsepto sa wika, kultura at
sa mga Lalawigan kabuyahan. Pag-aaralan dito ang mga napapanahong suliranin sa wika at kultura na may
kinalaman sa kabuhayan ng ilang lalawigan sa bansa. Sa pamamagitan ng mga babasahin,
dyornal, artikulo at pananaliksik, sisipatin ang napapanahong suliranin sa wika, kultura
at ikinabubuhay ng mga lalawigan. Inaasahang makabuo ang mga mag-aaral ng mga
sulatin o/at magsagawa ng komperensiya na naglalayong maglatag ng mungkahing
solusyon mula sa mga umiiral na suliranin sa wika, kultura at kabuhayan ng ilang
lalawigan. Sa huli, ang kursong ito ay magsisilbing daan para sa pagpapabuti at
pagpapaunlad ng antas ng wika, kalagayang pangkultura at kabuhayan ng ilang lalawigan.
Page | 61
___________________________________________________________________________________________________________________

Ronnel V. Talusan Panimulang Pag-aaral sa Nakatuon ang kursong ito sa pag-aaral sa kaligirang kasaysayan, kultura, halaga at
Kultura ng Malikhaing gampanin ng malikhaing pagsulat sa paglikha ng mga makabuluhang akdang
Pagsulat sa Filipino sa representasyon ng mga pangyayari, pagbabagong panlipunan at pangkultura na
Pilipinas tumatalakay sa mga napapanahong isyu sa bansa. Layunin nitong masiyasat ang papel ng
malikhaing pagsulat bilang instrumento ng pagtatala ng kasaysayan gamit ang wikang
Filipino bilang midyum ng pag-aaral at pagsusulat.
Sara Mae San Juan- Pelikula at Lipunan Tatalakayin sa kursong ito ang iba’t ibang kaisipan/ideya sa pagbabago ng wika, kultura,
Robin at lipunan. Layunin nitong malinang ang mapanuring pag-iisip ng mga mag-aaral sa
pakikipagdiskurso sa mga tiyak na isyu at usapin sa iba't ibang sektor ng lipunan. Tiyak na
papaksain sa bersyong ito ang PELIKULA AT LIPUNAN. Susuriin dito ang ugnayan ng
pelikula at lipunan partikular sa mga aspekto tulad ng wika, kasaysayan, kultura, pulitika,
ekonomiya, at kasarian.
Eldrin Jan D. Cabilin Interdisiplinaryong Pagsipat Ang kursong Interdisiplinaryong Pagsipat sa Araling Pilipinas ay nakatuon sala-salabid
sa Araling Pilipinas (interconnected) na paksa at isyu ng bansa na may tuon sa malawak na aralin ng wika,
(Seksuwalidad, Sining, kultura at lipunang Pilipino. Sasaklawin ng pag-aaral na ito ang tungkol sa usaping
Kulturang Popular, Midya at seksuwalidad, sining, kulturang popular, midya at internet. Pangunahing nakakiling ang
Internet sa panahon ng pag-aaral sa dalawang mahalagang panahon na humulma sa kasaysayan ng Pilipinas. Ito
Martial Law at Pandemya) ang panahon ng Martial Law at pandemya sa kontemporaryong panahon. Gamit ang mga
batis mula sa kritikal na pagbasa ng mga sulatin at pananaliksik sa Araling Pilipinas ay
dadalumatin sa kursong ito ang kritikal na pagtatangi sa kaakuhan ng ating pagka-Pilipino
sa kabila ng nagbabagong panahon.
Page | 62
___________________________________________________________________________________________________________________
Guidelines in Crafting Electives

The nature of electives being based on students’ preference is rooted on the democratization of education where students are viewed as
participating agents in education and thus contributes to addressing discipline and social related problems. Further, electives humanize
education and thus may promote discussions that will develop understanding of “mobility (human), cultural, language and religious empathy,
professionalism, commitment to the human virtues, etc.” (Movchan & Zarishniak, 2017, p. 21).
Elective courses aim to improve students socially and culturally by providing them:
• Support knowledge or skills in specific topic of a discipline;

• Exposure to different cultures;
• Opportunity to learn social service practice;
• Scholarly discussion on cultural, artistic, sports and/or health activities; and/or
• Sensibility of the environment (Alkan & Erdem, 2011).
Based from the nature and aims of electives, the following are considerations in crafting the course:
1. Selected topic
• Topic is based on a research niche.

• Topic may be from any of the following discipline and allied sciences: (1) Humanities and Social Science; (2) Natural and Formal Science
• Topic is very specific and may be discussed through themes.
Example 1:
Topic: Kasarian at ang ‘Culture of Silence’ sa Lipunang Pilipino
Theme 1: Kasarian and Homosekswalidad sa Pilipinas
Theme 2: Homosekswalidad, Gender Stereotyping, at Same-sex Marriage
Theme 3: Homosekswalidad at ang Media
Theme 4: Ang ‘Culture of Silence’sa Lipunang Pilipino
Page | 63
___________________________________________________________________________________________________________________
Example 2:
Topic: Women and the Gender Revolution in Science
Theme 1: Industrial and Knowledge Economy
Theme 2: Gender Inequalities in Women’s Contribution in Science and Technology
Theme 3: Stories of Women in Emerging Technologies
Theme 4: Social and Economic Opportunities for Women in Science
Theme 5: Problems, Issues, and Trends in Gender Revolution in Science
Example 3:
Topic: Socio-cultural and Ideological Reproduction in Education
Theme 1: Power and Knowledge in Education
Theme 2: Globalization, Economy, and Education Standards
Theme 3: Education Reproduction and Social Legitimization of Ideologies
• Topic is NOT an alternative class that focuses on production and craftmanship.
2. Scholarly merit
• There are existing trends, problems, and issues concerning the topic
• There are existing academic studies to support discussion of the topic and its themes.
3. Target Learning Outcomes
• There should be 6 to 8 established Course Expected Learning Outcomes (CELO) .

4. Core components
a. Topic title c. Purpose e. Course Expected Learning Outcomes g. Reading List
b. Description d. Target FEU Learning Outcomes f. Module Titles and Descriptions (Themes)
See Annex 3 for GE Elective Course Proposal.
Page | 64
___________________________________________________________________________________________________________________
Citizenship and Intercultural Knowledge Courses

Citizenship and Intercultural Knowledge Courses is composed of GED0102: Rizal’s Life and His Works, GED0103: Math in the Modern World,
GED0106: Art Appreciation, GED0107: Readings in Philippine History, and GED0116: Retorika. The table below presents which of the Citizenship
and Intercultural Knowledge course is targeting and contributing to students’ achievement of the FEULOs and GELOs.
FEULOs GELOs
GED0102: The
Life and Works
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
of Rizal
GED0103: Math
in the Modern
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
World
GED0106: Art
Appreciation ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
GED0107:
Readings in
Philippine ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
History
GED0116:
Retorika ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Page | 65
___________________________________________________________________________________________________________________
GED0102: The Life and Works of Rizal

The Life and Works of Rizal discusses the ideology and philosophy of Rizal and how these contribute to the emergence of the Filipino nation. The
course requires a critical evaluation of the life, writings and contributions of Dr. Jose Rizal. Rizal’s works and the story of Rizal’s life are staples
of Philippine basic education. Whereas the focus in basic education was on knowing the plot of Rizal’s novels and the facts of Rizal’s life, in this
higher education course, Rizal’s works, life and social milieu, and Rizal as a text will be examined more rigorously and thoroughly. The course, in
accordance with RA 1425 or the Rizal Law, aims to meet the needs of the contemporary period as well as strengthen the nationalist aspirations
of the student.
Specifically, students are able to demonstrate the following Course Expected Learning Outcomes (CELOs) after passing the course:
1. apply Rizalian philosophies and perspectives in societal issues;
2. apply investigative skills in truth-seeking in connection to History in general and the life and works of Rizal in particular;
3. examine the contexts in which Rizal lived, functioned, and wrote;
4. connect Rizal’s relevant ideals to Philippine society’s present-day situation;
5. create assumptions or alternative assumptions that underlie the central point of view of the author/article;
6. formulate relevant and practical ways to address present-day political, economic, religious, moral and social problems using the life and
works of Rizal;
7. formulate programs that would promote values that could help the community; and
8. create ways to emulate moral values displayed by Rizal in his life and works.
course:
Page | 66
___________________________________________________________________________________________________________________

Critical Thinking Analyse issues through Create assumptions or Practice of challenging • Identify, explain and
interdisciplinary lenses and alternative assumptions dominant perspectives evaluate arguments
with consideration to that underlie the central especially those that • Create and assess
different contexts. point of view of the perpetuate the assumptions
author/article. marginalization of • Challenge assertions and
meanings, identities, and ideas
class, gender, and ethnicity.
Reflect on one’s position in Connect Rizal’s relevant Practice of self-reflection • Compare and contrast
issues concerning the self ideals to Philippine which is the identification of • Reflect on societal
and the society. society’s present-day one’s own preconceptions situations
situation. and biases and the • Analyze trends and
understanding of how these problems
forms one’s opinion and
analysis;
Creative Propose evidenced-based Apply Rizalian philosophies Embrace of personal • Thematizing information
Problem fair actions and alternative and perspectives in qualities such as courage of • Intellectual curiosity
Solving solution which are societal issues. conviction, scholarly • Recognize plurality of
sustainable to address discipline, intellectual ideas
micro-macro-scale societal humility, and tolerance for
problems. other perspectives.
Page | 67
___________________________________________________________________________________________________________________

Formulate relevant and Identification, • Gather and evaluate
practical ways to address understanding, clear information
present-day political, explanation, and proposal of • Propose solutions
economic, religious, moral analysis of or solutions to • Recommend actions
and social problems using real-life problems and/or
the life and works of Rizal. problematics;
Intellectual Challenge present societal Examine the contexts in Identification, consideration • Gather, evaluate, and
Curiosity systems through thought- which Rizal lived, and use of reliable, accurate thematize information
provoking questions. functioned, and wrote. and verifiable facts and • Assess the credibility of
data; the facts and data
Apply investigative skills in
truth-seeking in
connection to History in
general and the life and
works of Rizal in particular.
Responsible Respond to the needs of Create ways to emulate Practice of a healthy • Intellectual humility
Citizenship the community through moral values displayed by skepticism toward • Courage of conviction
transformational Rizal in his life and works. knowledge and how it is • Healthy skepticism
leadership. produced including facts • Respectful tolerance for
and data considered reliable other perspectives
and accurate;
Page | 68
___________________________________________________________________________________________________________________

Embrace of personal
qualities such as courage of
conviction, scholarly
discipline, intellectual
humility, and tolerance for
other perspectives.
Formulate programs that Identification, • Propose solutions

would promote values that understanding, clear • Recommend actions
could help the community. explanation, and proposal of • Empathy for others
analysis of or solutions to
real-life problems and/or
problematics;
GED0103: Math in the Modern World

The topics in this course aim to equip them with the necessary mathematical tools as they present themselves as decision-makers imbued with
fortitude, excellence, uprightness, and skilled in critical thinking, effective communication, and digital literacy. Students are expected to
appreciate Mathematics more as part of their life experience.
1. communicate one's ideas and thoughts backed up with mathematical concepts and principles;
2. integrate mathematical concepts in different real-life settings following proper reasoning and applying appropriate mathematical tools;
3. formulate arguments using mathematical concepts and valid reasoning;
Page | 69
___________________________________________________________________________________________________________________
4. device a solution to a variety of real-world problems following proper reasoning and applying appropriate mathematical tools;
5. develop mathematical rigor (scientific and logical) in interpreting, consuming, and /or creating ideas and information; and
6. reflect on the nature and uses mathematics in everyday life.
course:

Persuasive Articulate ideas in an Communicate one's ideas and Identification, consideration • Present main and
Communication understandable and thoughts backed up with and use of reliable, accurate supporting ideas
appreciable manner mathematical concepts and and verifiable facts and • Explain a position
based on social setting. principles. data.
Create arguments based Formulate arguments using Practice of a healthy • Challenge assertions and
on reliable and mathematical concepts and skepticism toward ideas
appropriate evidence. valid reasoning. knowledge and how it is • Create a thesis
produced including facts statement
and data considered reliable
and accurate
Page | 70
___________________________________________________________________________________________________________________

Critical Thinking Reflect on one's position Reflect on the nature and Practice of self-reflection • Synthesize ideas and
in issues concerning the uses mathematics in everyday which is the identification of concepts
self and the society. life. one’s own preconceptions • Reflect on one’s claim
and biases and the
understanding of how these
form one’s opinion and
analysis.
Creative Propose evidenced- Integrate mathematical Identification, • Synthesize ideas and

Problem based fair actions and concepts in different real-life understanding, clear concepts
Solving alternative solution settings following proper explanation, and proposal of • Thematize information
which are sustainable to reasoning and applying analysis of or solutions to
address micro-macro- appropriate mathematical real-life problems and/or
scale societal problems. tools. problematics.
Intellectual Challenge present Device a solution to a variety Identification, • Propose solutions and
Curiosity societal systems through of real-world problems understanding, clear actions
thought-provoking following proper reasoning explanation, and proposal of • Synthesize ideas and
questions. and applying appropriate analysis of or solutions to concepts
mathematical tools. real-life problems and/or • Reflect on one’s claim
problematics.
Page | 71
___________________________________________________________________________________________________________________

Reflect on the nature and Practice of self-reflection
uses mathematics in everyday which is the identification of
life. one’s own preconceptions
and biases and the
understanding of how these
analysis.
Responsible Disseminate information Develop mathematical rigor Embrace of personal • Scholarly

Digital evaluated through (scientific and logical) in qualities such as courage of • Confidence in facts and
Citizenship ethical, responsible, and interpreting, consuming, and conviction, scholarly data
conscientious standards. /or creating ideas and discipline, intellectual • Precision
information. humility, and tolerance for
other perspectives.
GED0106: Art Appreciation

This course aims for students to develop their human persona through various activities, such as introduction of different art forms, style,
movements, and exposure to different art and cultural spaces. It is designed to develop their visual and critical acumen as they gain knowledge
and information on canonical works and major artistic movements. With creative imagination and critical thinking skills, students will evaluate
the importance of art throughout history and its impact in today’s world. Likewise, they will be introduced to readings from the different
perspectives on cultural heritage, theories on art that will develop their awareness of own cultural identity in the face of an increasingly
globalized world.
Page | 72
___________________________________________________________________________________________________________________
1. communicate an evolved aesthetic sensibility by learning the importance of FEU art collection;
2. engage in a respectful and professional discourse Through dialogue and written outputs with diverse perspectives in art appreciation;
3. analyze the historical and societal issues in relation to Philippine artworks and artists;
4. criticize a work of art based on the learning concept;
5. assess the dynamic movement of art through the study of different art periods;
6. evaluate the aesthetic, historical, and market value of a certain work of art using the different approaches learned in class;
7. reflect on the effects of new technologies and their impact on the creation and value of art; and
8. value the significance of cultural heritage and sensitivity through art and culture and exposure.
course:

Persuasive Articulate ideas in an Engage in respectful and Identification, consideration • Organize ideas
communication understandable and professional discourse and use of reliable, accurate • Communicate ideas
appreciable manner through dialogue and written and verifiable facts and
based on social setting. outputs with diverse data.
perspectives in art
appreciation.
Communicate an evolved Embrace of personal • Express aesthetic

aesthetic sensibility by qualities such as courage of appreciation
learning the importance of conviction, scholarly
FEU art collection. discipline, intellectual
other perspectives.
Page | 73
___________________________________________________________________________________________________________________

Create arguments based Critique a work of art based Practice of a healthy • Construction of art
on reliable and on the learning concept. skepticism toward analysis
appropriate evidence. knowledge and how it is
produced including facts
and accurate
Critical thinking Analyse issues through Assess the dynamic Identification, consideration • Gather information
interdisciplinary lenses movement of art through the and use of reliable, accurate • Organize ideas
and with consideration study of different art periods. and verifiable facts and data • Evaluate the
to different contexts. characteristics of
artworks
Reflect on one's position Reflect on the ethical Practice of self-reflection, • Reflect on ethical
in issues concerning the implications, including issues which is the identification of implications
self and the society. related to cultural sensitivity, one’s own preconceptions
of artistic expressions, and biases, and the
analysis and interpretation. understanding of how this
analysis
Intellectual Challenge present Analyze historical, cultural, Identification, • Evaluate works of art
Curiosity societal systems through and societal issues in relation understanding, clear
thought-provoking explanation, and proposal
questions. of analysis of or solutions to
Page | 74
___________________________________________________________________________________________________________________

to Philippine artworks and real-life problems and/or
artists. problematics.
Evaluate the aesthetic, Identification, consideration • Assess the values of

historical, and market values and use of reliable, accurate artworks
of certain works of art using and verifiable facts and data
the different approaches
learned in class.
Responsible Respond to the needs of Value the significance of Embrace of personal • Employ values gained
Citizenship the community through cultural heritage and qualities such as courage of from artworks
transformational sensitivity through art and conviction, scholarly
leadership. culture and exposure. discipline, intellectual
other perspectives.
Responsible Disseminate information Reflect on the effects of new Identification, consideration • Assess the effects of
Digital evaluated through technologies and their impact and use of reliable, accurate technological
Citizenship ethical, responsible, and on the creation and value of and verifiable facts and innovations
conscientious standards. art. data.
Professionalism Demonstrate Engage in a respectful and Embrace of personal • Gathering and organizing
commitment in professional discourse qualities such as courage of of information, and
accomplishing tasks in a Through dialogue and written conviction, scholarly analysis of claim(s)
outputs with diverse discipline, intellectual
Page | 75
___________________________________________________________________________________________________________________

precise and punctual perspectives in art humility, and tolerance for
manner. appreciation. other perspectives.
GED0107: Readings in Philippine History

At the end of the course, the students will have an expanded view of the historical narrative of the Philippines and its people and will be able to
utilize historical data, methodologies, and perspectives in examining and responding to current issues in Philippine society, expressed in the
form of creative outputs, written or digital (anchored in historical evidence).
1. communicate the rich history of the Filipino people, from pre-colonial times to the present through multimodal texts by using reliable
selected primary and secondary sources;
2. expound on present social issues rooted on Philippine history;
3. analyse accounts on local histories, primarily on rural communities and indigenous groups;
4. critically examine sources using various perspectives on social, political, economic, and religious factors that influenced local, national,
and modern institutions;
5. evaluate current social issues based on its roots from Philippine History; and
6. recommend solutions to present day social problems based on their own understanding of their root causes from Philippine History.
course:
Page | 76
___________________________________________________________________________________________________________________

Persuasive Articulate ideas in an Expound on present social Identification, • Reflect on one’s claim
Communication understandable and issues rooted on Philippine understanding, clear • Compose persuasive
appreciable manner history explanation, and proposal messages
based on social setting. of analysis of or solutions to
real-life problems and/or
problematics
Critical Analyse issues through Analyse accounts on local Practice of challenging • Respectful tolerance for
Thinking interdisciplinary lenses histories, primarily on rural dominant perspectives other perspectives
and with consideration communities and indigenous especially those that • Recognize plurality of
to different contexts. groups. perpetuate the ideas
marginalization of
class, gender, and ethnicity
Reflect on one's position Critically examine sources Practice of self-reflection • Reflect on one’s claim
in issues concerning the using various perspectives on which is the identification of • Recognize plurality of
self and the society. social, political, economic, one’s own preconceptions ideas
and religious factors that and biases and the
influenced local, national, and understanding of how these
modern institutions. form one’s opinion and
analysis
Page | 77
___________________________________________________________________________________________________________________

Intellectual Challenge present Evaluate current social issues Practice of a healthy • Challenge assertions and
Curiosity societal systems through based on its roots from skepticism toward ideas
thought-provoking Philippine History. knowledge and how it is • Assess assumptions
questions. produced including facts
and accurate;
Responsible Respond to the needs of Recommend solutions to Identification, • Analyse trends and
Citizenship the community through present day social problems understanding, clear problems
transformational based on their own explanation, and proposal • Use pieces of evidence
leadership. understanding of their root of analysis of or solutions to • Recommend actions
causes from Philippine real-life problems and/or
History. problematics
Responsible Disseminate information Communicate the rich history Identification, consideration • Evaluate information and
Digital evaluated through of the Filipino people, from and use of reliable, accurate its sources before
Citizenship ethical, responsible, and pre-colonial times to the and verifiable facts and data disseminating
conscientious standards. present through multimodal information.
texts by using reliable
selected primary and
secondary sources;
Page | 78
___________________________________________________________________________________________________________________
GED0116: Retorika
Ang Retorika ay masining na pagpapahayag na nakatuon sa pagpapahusay ng kasanayan sa dalawang uri ng komunikasyon, pasulat at pasalita.
Layon ng kursong ito na linangin ang mapanuri at malikhaing pag-iisip ng mga mag-aaral gamit ang apat na uri ng diskurso: paglalarawan,
pagsasalaysay, paglalahad, at pangangatwiran/pakikipagtalo upang makalikha ng mga iskolarling sulatin.
Course Expected Learning Outcomes (CELOs):
1. Nagagamit ang iba’t ibang uri ng diskurso sa pagsusuri ng mga tekstong akademik.
2. Nailalapat ang mga metodo, teknik, pamaraan sa mabisa at malikhaing pagpapahayag pasalita at pasulat.
3. Nalilinang ang kakayahan ng wikang Filipino bilang wikang intelektwalisado sa pamamagitan ng paggamit sa mga diskursong
makabuluhan at napapanahon.
4. Nakapagpapanukala at nakabubuo ng mga kongkretong solusyon at repleksyon sa mga napapanahong isyung tinalakay mula sa teksto
sa pamamagitan ng tiyak na diskursong panretorika.
5. Nakapag-aambag ng iba’t ibang perspektiba sa paglikha ng akda batay sa disiplina ng mag-aaral.
6. Nakabubuo ng mga iskolarling diskurso upang makapagpaliwanag, makapangatuwiran at makapanghikayat.
course:
Persuasive Articulate ideas in an Nagagamit ang iba’t ibang uri Practice of self-reflection • Nasusuri ang iba’t ibang
communication understandable and ng diskurso sa pagsusuri ng which is the identification of tekstong pang-
appreciable manner mga tekstong akademik. one’s own preconceptions akademiko
based on social setting. and biases and the • Nakapaglalahad ng
understanding of how these repleksyon
Page | 79
___________________________________________________________________________________________________________________

Nailalapat ang mga metodo, forms one’s opinion and • Nakasusulat ng
teknik, pamaraan sa mabisa analysis akademikong papel na
at malikhaing pagpapahayag may kaisahan, diin, at
Practice of challenging
pasalita at pasulat pag-ugnay-ugnay.
dominant perspectives
• Nakapagbibigay ng
especially those that
interpretasyon mula sa
perpetuate the
makabuluhang linya ng
marginalization of
akda
Create arguments based Nakabubuo ng mga iskolarling practices related to race, • Nakasusulat ng
on reliable and diskurso upang class, gender, and ethnicity. akademikong papel na
appropriate evidence. makapagpaliwanag, may kaisahan, diin, at
makapangatuwiran at pag-ugnay-ugnay.
makapanghikayat.
Critical thinking Analyze issues through Nakapag-aambag ng iba’t Identification, consideration • Nakalilikha ng mga
interdisciplinary lenses ibang perspektiba sa paglikha and use of reliable, accurate bagong kaisipan batay sa
and with consideration ng akda batay sa disiplina ng and verifiable facts and mga tiyak na disiplina ng
to different contexts. mag-aaral. data; mga mag-aaral
• Nakapagtitipon ng mga
rehistrong salita/kurpos
mula sa mga tiyak na
disiplina ng mga mag-
aaral
Page | 80
___________________________________________________________________________________________________________________

• Nakatutukoy at
nakagagamit ng mga
makapagkakatiwalaang
sanggunian
Reflect on one's position Nagagamit ang iba’t ibang uri Practice of challenging • Nakapaglalatag ng mga
in issues concerning the ng diskurso sa pagsusuri ng dominant perspectives sariling paniniwala at
self and the society. mga tekstong akademik especially those that paninidigan mula sa mga
perpetuate the panlipunang isyung
marginalization of natalakay sa babasahin
meanings, identities, and • Nabibigyan ng
practices related to race, makatuwirang kahulugan
class, gender, and ethnicity ang mga imahe sa akda
Creative Propose evidenced- Nakapagpapanukala at Identification, • Nakabubuo ng mga

Problem based fair actions and nakabubuo ng mga understanding, clear panukalang programa at
Solving alternative solution kongkretong solusyon at explanation, and proposal proyekto bilang tugon sa
which are sustainable to repleksyon sa mga of analysis of or solutions to kasalukuyang kalagayan
address micro-macro- napapanahong isyung real-life problems and/or ng lipunan
scale societal problems. tinalakay mula sa teksto sa problematics;
pamamagitan ng tiyak na
diskursong panretorika
Page | 81
___________________________________________________________________________________________________________________

perpetuate the
marginalization of
Intellectual Challenge present Nailalapat ang mga metodo, Practice of a healthy • Naipapaliwanag ang iba’t
Curiosity societal systems through teknik, pamaraan sa mabisa skepticism toward ibang isyung panlipunan
thought-provoking at malikhaing pagpapahayag knowledge and how it is gamit ang akademikong
questions. sa pasalita at pasulat produced including facts Filipino
and data considered reliable • Nakabubuo ng mga
Nalilinang ang kakayahan ng
and accurate sulating pang-akademiko
wikang Filipino bilang wikang
• Nakapagsasalaysay nang
intelektwalisado sa Practice of challenging
lohikal at kawil-kawil na
pamamagitan ng paggamit sa dominant perspectives
kaisipan sa pasulat na
mga diskursong makabuluhan especially those that
pamamaraan
at napapanahon perpetuate the
marginalization of
Page | 82
___________________________________________________________________________________________________________________

Responsible Respond to the needs of Nakapagpapanukala at Identification, • Nakabubuo ng mga
Citizenship the community through nakabubuo ng mga understanding, clear programa at proyekto
transformational kongkretong solusyon at explanation, and proposal bilang tugon sa
leadership. repleksyon sa mga of analysis of or solutions to kasalukuyang kalagayan
napapanahong isyung real-life problems and/or ng lipunan
tinalakay mula sa teksto sa problematics;
pamamagitan ng tiyak na
diskursong panretorika
perpetuate the
marginalization of
Page | 83
___________________________________________________________________________________________________________________
GE Citizenship and Intercultural Knowledge Courses Skills Mapping

The table below presents and summarizes the critical thinking skills given focus in each Citizenship and Intercultural Knowledge course.
YEAR 1 YEAR 2
Sem 1 Sem 2 Sem 1
CT Operations GED0103: GED0107: GED0102:
GED0106: GED0116:
Math in the Readings in The Life and Works
Art Appreciation Retorika
Modern World Philippine History of Rizal
1. The identification, • Synthesize • Evaluate works • Reflect on • Gather and • Nakabubuo ng mga
understanding, clear ideas and one’s claim evaluate panukalang programa
explanation, and concepts • Compose information at proyekto bilang
proposal of analysis of • Thematize persuasive • Propose tugon sa kasalukuyang
or information messages kalagayan ng lipunan
solutions
solutions to real-life • Synthesize • Analyse • Nakabubuo ng mga
• Recommend
problems and/or ideas and trends and programa at proyekto
actions
problematics. concepts bilang tugon sa
problems • Empathy for
kasalukuyang
• Use pieces of others
kalagayan ng lipunan
evidence
• Recommend
actions
2. The identification, • Present main • Organize ideas • Evaluate • Gather, • Nakalilikha ng mga
consideration and use and • Communicate information evaluate, and bagong kaisipan batay
of reliable, accurate supporting ideas and its thematize sa mga tiyak na
and verifiable facts ideas • Gather sources information disiplina ng mga mag-
and data. • before
Explain a information • Assess the aaral
position disseminating
credibility of
information.
Page | 84
___________________________________________________________________________________________________________________
YEAR 1 YEAR 2
Sem 1 Sem 2 Sem 1
GED0106: GED0116:
• Evaluate the the facts and • Nakapagtitipon ng mga
characteristics data rehistrong
• Assess the salita/kurpos mula sa
values mga tiyak na disiplina
• Assess the ng mga mag-aaral
effects • Nakatutukoy at
nakagagamit ng mga
makapagkakatiwalaang
sanggunian
3. The practice of self- • Synthesize • Reflect on • Compare and • Nasusuri ang iba’t
reflection which is the ideas and one’s claim contrast ibang tekstong pang-
identification of one’s concepts • Recognize • Reflect on akademiko
own preconceptions • Reflect on plurality of societal • Nakapaglalahad ng
and biases and the one’s claim ideas situations repleksyon
understanding of how
• Analyze • Nakasusulat ng
these form one’s
opinion and analysis. trends and akademikong papel na
problems may kaisahan, diin, at
• Intellectual pag-ugnay-ugnay.
humility • Nakapagbibigay ng
• Courage of interpretasyon mula sa
conviction
Page | 85
___________________________________________________________________________________________________________________
YEAR 1 YEAR 2
Sem 1 Sem 2 Sem 1
GED0106: GED0116:
• Healthy makabuluhang linya ng
skepticism akda
• Respectful
tolerance for
other
perspectives
4. The practice of • Respectful • Identify, • Nakasusulat ng

challenging dominant tolerance for explain and akademikong papel na
perspectives especially other evaluate may kaisahan, diin, at
those that perpetuate perspectives arguments pag-ugnay-ugnay.
the marginalization of • Recognize • Create and • Nakapaglalatag ng mga
meanings, identities, sariling paniniwala at
plurality of assess
and practices related paninidigan mula sa
ideas assumptions
to race, class, gender, mga panlipunang
and • Challenge
assertions isyung natalakay sa
ethnicity.
and ideas babasahin
• Nabibigyan ng
makatuwirang
Page | 86
___________________________________________________________________________________________________________________
YEAR 1 YEAR 2
Sem 1 Sem 2 Sem 1
GED0106: GED0116:
kahulugan ang mga
imahe sa akda
5. The practice of a • Challenge • Construction of • Challenge • Intellectual

healthy skepticism assertions analysis assertions humility
toward knowledge and and ideas and ideas • Courage of
how it is produced • Create a • Assess conviction
including facts and thesis assumptions • Healthy
data considered statement
skepticism
reliable and accurate.
• Respectful
tolerance for
other
perspectives
Page | 87
___________________________________________________________________________________________________________________
YEAR 1 YEAR 2
Sem 1 Sem 2 Sem 1
GED0106: GED0116:
6. The embrace of • Scholarly • Express • Thematizing
personal qualities such • Confidence aesthetic information
as courage of in facts and appreciation • Intellectual
conviction, scholarly data • Employ values curiosity
discipline, • Precision gained f • Recognize
intellectual humility, • Gathering and plurality of
and tolerance for other organizing of ideas
perspectives. information, • Thematizing
and analysis of
information
claim(s)
• Intellectual
curiosity
• Recognize
plurality of
ideas
Page | 88
___________________________________________________________________________________________________________________
Designing and Facilitating Teaching and Learning Activities for Student Engagement
Being a facilitator of learning means supporting students to think and practice different thinking skills. This means that teachers in a well-
managed classroom provoke students to think by designing the learning environment and asking simple to complex questions or close-ended to
open-ended questions. It is also important to note that this task of the teacher should be more on a formative mode rather than evaluative
mode. That is, the teacher probe students’ answers by asking them questions about their reasons, evidence, and implications of their ideas.
The framework at the right-side details
how thinking works based on Willingham (2021).
According to this framework, thinking requires
one to combine schema with new information
from the environment to synthesize knowledge in
the form of reason, decision, or solution.
Thus, facilitating learning requires
creation of learning environments where
students can self-discover and co-construct
knowledge. This involves planning of teaching and
learning activities that will encourage students to
build their schema and deepen it through
collaboration and/or interaction with the
materials and with others. Such instructional
design in principle should also teach students how
to take control of their learning as responsibility
to gain knowledge is not solely attributed to the
teacher lecturing concepts but to the students
reading and studying the materials and
synthesizing information as they do interactive
activities.
Page | 89
___________________________________________________________________________________________________________________
Exemplifying the thinking framework discussed, the table below is a suggestion of how teaching-learning activities can be sequenced
and designed to facilitate learning of thinking skills.
Activities Descriptions Examples
A. Work-along These would refer to ungraded activities accomplished by • Readings and watching of recorded lecture
activities students prior to classroom engagement to allow them to videos
explore the resource material and build their schema or prior • LMS Quizzes
knowledge. These activities allow students to identify, • Marginal notes and annotations
comprehend, and/or apply the content of the resource material. • Mind mapping
• Online discussion boards
B. Preliminary These are initial classroom activities that students will do to • Graphic Organizers
Activities exhaust the content of the resource material. These activities aim • Think-pair-share
to clarify understanding of the content initially perceived from • Short quizzes
the work-along activities. • Think-aloud activities
• Student-led tutorials
• Interactive games
C. Deepening of These are classroom activities that students will do to analyze, • Questioning Circle
understanding evaluate, and/or synthesize the content of the resource material. • Brainstorming Activities
These activities aim for students to apply higher order and critical • Video Express
thinking skills by combining their baseline knowledge with the • Gallery Walk
new information presented to them in the learning environment. • Field notes or walk-around surveys
• Oral presentations
D. Ungraded These are ungraded activities that will assess students’ • Exit slips
formative demonstration of understanding and skills, using the resource • Written drafts
assessments material as a vehicle to build learning base. • Peer review and feedbacking
• Situational/Case analysis
Page | 90
___________________________________________________________________________________________________________________
Activities Descriptions Examples

E. Graded formative These are outputs which students are expected to accomplish as • Student Essays (Exploratory, Argumentative,
assessment evidence of demonstration of learning outcomes. Formative Reflective, Concept Paper, etc.)
assessments target specific learning outcomes and culminate • Student presentations
F. Summative into summative assessments which hit multiple learning • Case-based learning tasks
assessment outcomes. • Portfolio assessment
• Video segments
• Performance-based assessment
• Problem-based learning assessment
The table below shows example of intentional constructive alignment observed between the Course Expected Learning Outcomes
(CELO), Teaching-Learning Activities (TLAs), and Assessment Tasks (ATs) in the selection of activities.
CELO Course Content Teaching Learning Activities Assessment Task

Critique assigned Module 4: Thinking Aloud Preliminary Activity: Ungraded Written drafts –
reading and video This module encourages students to echo and • Think Aloud – Students students formulate their
materials as they communicate their mind. This makes use of share and clarify key thesis statements on the
relate to social, exercises for students to communicate reflection ideas from the readings selected material and given
cultural, and and assertion on certain topics. feedback by the class.
political issues. Deepening Activities:
Readings: • Argument Map – Group Graded Short Essay – students
of students map their write and expound on their
Carter, H. (2012). We’re losing the drug war arguments for or against thesis statement through
because prohibition never works. In McDonald, S. the key ideas of the supporting evidence.
& Salomone, W. (2012). The Writer’s Response: A reading.
Reading-based Approach to Writing. UK: • Student presentation –
Wadsworth. group of students
Page | 91
___________________________________________________________________________________________________________________
CELO Course Content Teaching Learning Activities Assessment Task

present their arguments
Jose, F. S. (2011). Why we are shallow. The and answer probing
Philippine Star. Retrieved from questions from the
http://www.philstar.com/arts-and- teacher and other
culture/725822/why-we-are-shallow students.
To deepen understanding during teaching-

learning activities, teachers probe
students’ responses by asking open-ended
questions or through Socratic questioning.
Students’ responses are gateways of their
understanding. Thus, teachers ask
questions that may require students to
explain how they came up with their
answers, respond to a critique or
opposition of their ideas, state
implications, and cite pieces of evidence to
support their answers. Further, the
teacher provides opportunities for other
students to ask questions as well to their
classmates and to the teacher.
Exemplifying this principle, beside are the
illustrations of Paul and Elder’s Socratic
Questioning (2006) and University of
South Australia’s Student-Centered
Learning Environment (2023).
Page | 92
___________________________________________________________________________________________________________________
The following models are examples of how teaching-learning activities and assessments are sequenced aligning to the course learning outcomes.
Page | 93
___________________________________________________________________________________________________________________
Page | 94
___________________________________________________________________________________________________________________
Page | 95
___________________________________________________________________________________________________________________
Assessing Students’ Demonstration of Learning Outcomes and Critical Thinking Skills

In assessing students’ learning, the following are stages suggested by Biggs and Tang (2007):
1. Set the criteria for assessing the work.
2. Select the evidence that would be relevant to submit to judgment against those criteria.
3. Make a judgment about the extent to which these criteria have been met.
Following these stages and still considering constructive alignment, the following principles are embodied GE’s assessment method:
• Assessment task allows assessment of demonstration of learning outcome. Thus, selected assessment task should give information of
students’ achievement of learning outcomes or of its critical gaps.
• Criteria in a rubric are pieces of evidence of demonstrating learning outcomes. This means that criteria should be direct indicators of
students’ achievement of learning outcomes.
• Assessment task is given feedback and evaluation based on the criteria. Thus, students are informed of the critical gap based on
teacher’s feedback for each graded criteria in a rubric.
The illustration below shows constructive alignment in the selection of assessment task and criteria for grading with reference to the course
expected learning outcome.
Page | 96
___________________________________________________________________________________________________________________
Assessment Rubric
Once the assessment task and criteria for grading were identified, a rubric may be crafted which will describe students’ level of
demonstration of learning outcomes. In this regard, Biggs and Collis’ (1982) Structure of Observed Learning Outcomes (SOLO) taxonomy
describes the level of mastery and complexity of the demonstrated understanding. When applied to the critical thinking skills, this will show
student’s growth in mastering specific thinking skills.
The SOLO Taxonomy states 5 level of performance: (1) Pre-structural level – student does not demonstrate the skill; (2) Uni-structural
level – student demonstrates 1 aspect of the skill; (3) Multi-structural level – student demonstrates different aspects of the skills but may be
disconnected; (4) Relational level – student demonstrates and connects different aspects of the skills; and (5) Abstract Level – student
demonstrate new generalization and/or method through the skill.
The table below is an example of a rubric on argumentation following the SOLO taxonomy.
Pre-structural Uni-structural Multi-structural Relational Abstract

Criterion
0 1.0-1.50 2.0-2.50 3.0-.3.50 4.0
Argument The paper has The paper was The paper was able to The paper was able to The paper was able to
no explicit able to present a present a claim and present a claim. Further, present a new claim with
claim and/or no claim. However, pieces of evidence. it was able to support this well-established
evidence was evidence to However, the pieces of claim through well interrelated pieces of
used to support support this claim evidence lack on explained pieces of evidence. Further, the
the paper. is lacking. supporting the claim as evidence and making paper was also able to
connection of these to these connected to the refute the counter
the main argument is main argument. argument with evidence.
not explicitly explained.
Page | 97
___________________________________________________________________________________________________________________
Feedback
The following guidelines on feedbacking were synthesized from Hattie and Yates (2014):
1. Each learner requires unique feedback from the teacher as each of them is on different skill level.
2. Appropriate feedback allows learners to close critical gaps.
3. Feedback is concrete.
4. Understanding the goal makes feedback work.
5. Feedback provides information on what is next.
6. Feedback is given on a positive and friendly climate.
7. Feedback provides information for teachers’ recalibration.
Guidelines in Multiple Choice Quiz
For quizzes which are usually used for work-along or preliminary activities, a setting-option variety of the multiple-choice quiz (MCQ) can
follow the guidelines below:
On Questions:
• Questions are skill-based questions and not content-based.

• Questions are aligned with the given learning outcome and critical thinking skills.
• Questions have at least 1 incher setting statements or makes use illustrations to set context.
• Questions are stated clearly as direct question or completion only.
• Questions are free from grammar and punctuation errors as well as racial, cultural or gender bias.
• HOTS questions require students to analyze, synthesize, and/or evaluate to answer.
• Avoid lifting texts from books.
On Choices:
• Choices are homogenous in terms of grammatical structure and complexity.
Page | 98
___________________________________________________________________________________________________________________
• All options must be plausible

• Consistent length of options
Below is a sample of an MCQ test question following the stated guidelines.
CELO Generate critical questions pertaining to micro and macro-scale societal problems.
Critical Thinking Skill Formulating questions
Question In a social media posting, a netizen expressed his inclination for the implementation of mandatory military training
for secondary and higher education students. In his post, he said that this will instill discipline and love for the
country through 2 years of service similar to the one implemented in Korea. Further, he said that this will eliminate
disrespect to the law. Given this information, which can be an appropriate question to probe the argument?
A. How can the context of Korea be the same with the context of the Philippines?
B. How can 2 years be enough to instill good citizenship and love for country?
C. What pieces of evidence would prove that fraternity, hazing, and other abuses will not happen when the
military service is implemented?
D. What pieces of evidence would prove that 2 years of military service will instill good citizenship and love for
country?
E. Why not try other means to instill respect of the law and love for the country?
Best Answer D. What pieces of evidence would prove that 2 years of military service will instill good citizenship and love for
country?
Explanation The main claim that military training for secondary and higher education students should be implemented in
secondary and higher education is based on the reason that it will instill discipline, love of country, and respect of
the law. Thus, probing it requires asking what evidence will prove that the grounds support the claim.
Page | 99
___________________________________________________________________________________________________________________
Annex 1: Sample Course Outline

To ensure facilitation of learning of target learning outcomes and critical thinking skills in the class, constructive alignment is followed in the
design of teaching-learning activities and assessments. The first to third column of the table below shows the CELOs and target critical thinking
skills of the course while the fourth to seventh column shows a sample course outline observing constructive alignment.
GED0101: College Academic Skills in English Sample Course Outline
Course Expected
Critical Thinking Time Teaching-Learning Assessment Tasks
Learning Focused CT Skill Course Content
Operations Frame Activities (TLAs) (ATs)
Outcomes
Articulate position Practice self- Reflect on one’s Week MODULE 1: Generating opinions:
reflection which is claim Picture prompt FA1: Paragraph Writing
on personal and 1-4
social issues the identification In this module students will Show a set of images
of one's own learn to structure coherent on the screen or Write a five to seven-
through written Organize ideas
preconceptions and cohesive paragraphs using distribute pictures per sentence paragraph
and oral stating your argument
communication; and biases and clear topic and concluding table.
the sentences, transitional Students will describe in relation to one of the
understanding of devices, and various modes of the picture using following topics:
how these form paragraph development. words from the text.
• Social media
one's opinion and Then, explain and censorship
analysis; Readings: justify their use of the
• SOGIE bill
Podadera, S. (2016). Be brave, word.
• Use of artificial
be good, and be great: A
intelligence
valedictory address. Rappler. Board Work
• Mandatory ROTC
https://rappler11.rssing.com/c List the various
han-52296371/all_p23.html opinions you heard Ensure that your
from your group and paragraph has clear
Ciardi, J. (1976). Another from other groups. topic and concluding
school year—why? In J. Berke, sentences, and also
Page | 100
___________________________________________________________________________________________________________________

Course Expected
Outcomes
(Ed), Twenty questions for the Quick Speak express your argument.
writer: A rhetoric with Students will generate
readings. Harcourt Brace 5 - 6 topics to give to Students will present
Jovanovich. another group. Each their argument to the
student will have class (oral presentation
three minutes to will be a part of the
arrange their thoughts rubric)
and opinions, then
they will speak for a
minute on their topic.
Create sound and Identify, Organize ideas Week Module 2: Ad’s Pitfall FA2:
valid arguments to understand, Explain a position 5-8 Students will look for
support claims clearly explain, In this module, students will local or foreign #InfluencerBuster
based on and propose an create their own sound and advertisements that Students will choose a
multimodal analysis of or valid arguments based on contain fallacies. They trending social media
sources; solutions to real- multimodal sources. will present this ad post or ad created by an
life problems and will explain how it influencer. They will
and/or Reading: persuades people to create sound and valid
problematics; The Creation of Discontent by buy such products arguments to bust the
by Juliet Schor through fallacious claim of the chosen
Gather information Identify, consider content. influencer and create
to support and use reliable, The article explains how the their own counter ad.
assertions and accurate and promotion and increase of Mock Trial
Page | 101
___________________________________________________________________________________________________________________

Course Expected
Outcomes
reflections using verifiable facts consumerism and materialism Class will be divided
APA 7 citation and and data; can create discontent among into two groups – the FA3:
references; consumers. defense and the Passion and Reason
prosecution. They will
create their sound and Students will choose a
valid argument in topic related to social
relation to how and environmental
consumerism and issues that they are
materialism can create passionate about. They
discontent among will look for information
consumers. that will help them plan
and create a public
service announcement
Prelim Option: about their chosen
Auction Activity topic. They will write
arguments that will help
raise awareness on the
issue they are
passionate about.
NOTE: The Midterm Summative Assessment is the

culminating assessments of all Midterm ATs. Thus, it Week Midterm Summative Assessment: Argumentative Essay
assesses all previously assessed CELOs and CT Skills. 9-10 & Midterm Consultation Week
Page | 102
___________________________________________________________________________________________________________________

Course Expected
Outcomes
Craft a clearly Practice a healthy Gather Week Module 3 1:3 Summary FA4:
written thesis skepticism information 11-13
statement based toward In this module students will Students will Short Essay
on schema and knowledge and Formulate craft thesis statements based summarize the topic Write a clearly written
presented how it is questions on schema and presented of the reading Why thesis statement in
information; produced information. They will are we shallow using relation to issues in the
including facts Create a thesis one (1) sentence by
communicate their ideas and University. They should
and data statement answering the Ws and
assertions about certain topics be able to look for a
considered H questions. This will
reliable and particularly related to today’s be done in three (3) truthful and valid basis
accurate; generation. minutes within their that will support their
group. claims.
Reading:
Jose, F. S. (2011). Why we are Pass the Statement
shallow. The
Philippine Star Retrieved from Students will be
http://www.philstar.com/arts- divided into three
and- groups. They will
culture/725822/why-we-are- create a short
shallow statement that
summarizes identified
factor that contributes
to Filipinos’
shallowness. They will
Page | 103
___________________________________________________________________________________________________________________

Course Expected
Outcomes
give examples and
evidence that will
support their claim.
They will pass this

statement to another
group which will try to
address this factor by
creating their own
statements with
examples and
evidence.
Gather information identify, consider Use citations and Week Module 4 Color Coding FA5
to support and use reliable, references 14-16 CER
assertions and accurate and correctly In this module students will In this activity, the Claim Evidence Reason
reflections using verifiable facts defend their position on class will be divided
and data; Integrity societal problems using into four groups. Each The students will fill out
APA 7 citation and
academic references. They group will be assigned a chart of Claim,
references;
Precision will create a reference list a color that will help Evidence and Reason to
using APA7 citation. digest the reading present what, how and
Evaluate research material. why they know about a
sources as Reading: Yellow: Main Claim certain topic.
appropriate Green:
Page | 104
___________________________________________________________________________________________________________________

Course Expected
Outcomes
supports for the How to Warn your Child about Evidence/Subclaimes
thesis statement this Irrational World Red: Counter-claims
and claims; by Richard Dawkins Blue: Questions. They FA6
will present their Reference List
Computers Cannot Teach answers using the
Children Basic Skills by David whiteboardl or the The students will create
Gelernter television in the room. an annotated
bibliography for their
Talk with the Leaders FA5 and SA2.
Students will pretend

that they will have an
interview with the
leaders. They must
create 1-2 questions
for leaders present in
the community (ex.
mayor, department
secretary, governor,
senator, vice-
president or
president). These
questions must be
related to societal
problems that we are
Page | 105
___________________________________________________________________________________________________________________

Course Expected
Outcomes
currently facing.
Fishbowl Discussion
The students will see

the list of formulated
questions. Then they
will be divided into
two groups. Each
group will pick
questions to discuss.
The other group will
take note of the
discussion and
answers being
presented. The class
should be able to pose
questions and/or
synthesize the
discussion.
NOTE: The Final Summative Assessment is the Final Summative Assessment: Position Paper
culminating assessments of all Final period ATs. Thus, it Week
& Final Consultation
assesses all previously assessed CELOs and CT Skills. 17-18
Page | 106
___________________________________________________________________________________________________________________
GED0119: Purposive Communication Sample Course Outline

Course Expected
Outcomes
Describe the The practice of Value Week Module 1: Communication Concept Mapping Option 1
nature, elements, self-reflection multiculturalism 1-4 in Multicultural Settings Brainstorm/Review FA: Research Work
and functions of which is the in the different Considering certain
verbal and identification of communication This module aims to elements of contexts e.g
nonverbal one’s own enhance the communication organizations,
communication in preconceptions communicative competence giving examples of healthcare, tourism,
and biases and
various and of students by each type of government,
the
multicultural understanding the nature, element education etc.,
understanding
contexts of how these elements, and functions of research on different
form one’s communication in Video Watching and issues on
opinion and multicultural contexts. Reacting communication
analysis. Describe how considering the
Viewing Texts: miscommunication elements, mode, and
can happen nature of
Bourelle, J. (2015, July 11). considering the communication in
How culture drives existence and these contexts.
behavior. [Transcript]. interplay between Present these issues
https://singjupost.com/how the different and discuss the
- culture-drives-behaviours- elements nature, elements,
julien-s-bourrelle- modes of
tedxtrondheim/
communication
Page | 107
___________________________________________________________________________________________________________________

Course Expected
Outcomes
Ted-Ed. (2016, February Picture or Video transpiring in these
23). How Analysis contexts.
miscommunication happens Assess effectiveness
(and how to avoid it) - of communication Option 2
Katherine Hampsten considering FA: Communication
[Video]. Youtube. multiculturalism Models
https://youtu.be/gCfzeONu
Conduct a group Create a
3Mo
sharing on how communication model
multiculturalism illustrating the nature,
enriches or inhibits elements, and types
communication of communication
used in different
contexts and how
multiculturalism exists
in these contexts e.g
organizations,
healthcare, tourism,
government,
education etc.
Page | 108
___________________________________________________________________________________________________________________

Course Expected
Outcomes
Demonstrate The practice of Identify biases Week Module 2: Communication Creating a Venn FA:
openness to self-reflection and different 5-8 and Globalization Diagram or Chart Writing an
plurality of ideas which is the perspectives Compare Argumentative Text
showcased in identification of This module aims for the information from Write an
various one’s own students to be aware about different sources argumentative text
communication preconceptions different cultures and how (printed, online, presenting your
channels and biases and they affect how people multimodal texts) standpoint regarding
the socialize and communicate exploring the a specific issue
understanding
with others. They also need problem being addressed in UNDP
of how these
to communicate effectively addressed in UNDP Sustainable Goals.
form one’s
opinion and considering the different Sustainable Goals
analysis modes and channels in e.g. poverty, health,
communicating in a education, gender
globalized society. equality etc.
Readings: Panel Discussion/

Debate
Robson, D. (2017). How East Present opinions
and West think in regarding the causes
profoundly different ways. and effects of the
Page | 109
___________________________________________________________________________________________________________________

Course Expected
Outcomes
https://www.bbc.com/futur problems based on
e/article/20170118-how- your readings
east- and-west-think-in-
profoundly-different-ways Think-Pair-Share
Identify and explain
Mazzarella, W. (2004). strategies on how
Culture, Globalization, one can be an
Mediation. Annual Review effective
of Anthropology, 33, 345– communicator
367. considering plurality
http://www.jstor.org/stable of ideas from various
/25064857 communication
channels
Compose The Disseminate Sustainable Development Brainstorming Option 1
audience- identification, information Goals | United Nations Activities FA: Infographic
centered understanding, using various Development Programme Conceptualize on Create an infographic
correspondences clear channels (undp.org) solutions to giving information
using various explanation, and issues/problems about an issue
channels proposal of addressed in UNDP
analysis of or
Conducting Sustainable Goals. The
solutions to
live/online meetings infographic should
real-life
Page | 110
___________________________________________________________________________________________________________________

Course Expected
Outcomes
problems Conduct meetings present the
and/or discussing the description, causes
problematics; solutions and and effects, and other
mechanisms. pertinent information.
Option 2:
FA: Outline for the
Project Proposal
Create an Outline of
the essential parts of
the project proposal
giving information
about the problem,
solution, mechanics,
resources, etc.

culminating assessments of all Midterm ATs. Thus, it Week Midterm Summative Assessment: Draft of Project Proposal
Page | 111
___________________________________________________________________________________________________________________

Course Expected
Outcomes
Evaluate The practice of Critique Week Module 3: Communication Social Comparative Analysis
multimodal challenging multimodal 11-13 and Creation of Meanings Media Analysis – – students analyze
resources dominant materials students examine different sources of
critically to perspectives This module encourages their social media the same issue and
enhance especially those students to critically analyze timeline for compare/contrast
communication that perpetuate messages to widen their presence of any using the learnings
the
skills perspectives on different examples from the activities and
marginalization
issues leading to creation of disinformation and principles provided in
of meanings,
identities, and effective communication misinformation the reading.
practices related materials. based on the
to race, class, principles provided Social Media Posting
gender, and Readings: in the reading. – students choose a
ethnicity. Quilinguing, K. G. (2022, specific issue or
Create clear, The Create October 21). The problem Think Pair and share current event that is
coherent, and identification, multimodal with fake news: UP experts – students pair up to relevant to them. It
effective consideration materials speak on the impact of discuss why chosen may be an issue on
multimodal and use of disinformation on politics, social media posts campus, community,
materials for reliable, society and democracy. are examples of the country, or the
various accurate and University of the disinformation and international scene.
communication verifiable facts
Philippines. misinformation. Demonstrate your
purposes and data.
https://up.edu.ph/the- Pairs present their ability to disseminate
Page | 112
___________________________________________________________________________________________________________________

Course Expected
Outcomes
problem-with-fake-news- output with the information by
up-experts-speak-on-the- class. creating a sample
impact-of-disinformation- social media post
on-politics-society-and- Arguments Map – using credible,
democracy/ Group of students verifiable, and reliable
map their arguments information.
Rinehart, A. (2022, for or against the
September 2). Fake news. key ideas of the
It’s complicated. First Draft. reading.
https://firstdraftnews.org/a
rticles/fake-news-
complicated/
Use reliable and The Identify Week Module 4: Communication Brainwriting – Problem-Solution
appropriate identification, problems 14-17 in Organizations students individually Essay – students will
evidence in understanding, think of other be asked to identify a
addressing social clear This module encourages sustainable sustainable issue or
issues through explanation, and students to come up with development issues problem that
group interaction proposal of particular solutions to in the Philippines concerns the
and decision analysis of or university, their
address the needs of their that were not
making solutions to community, or the
Page | 113
___________________________________________________________________________________________________________________

Course Expected
Outcomes
Formulate real-life Formulate and community or mentioned in the country. In their
evidence-based problems present organizations. Also, this assigned reading. essay, students will be
solutions to and/or solutions module aims to guide Students write each asked to suggest or
societal problems problematics. students in producing issue or problem on recommend well-
Present ideas The practice of Demonstrating written proposal and selling a sticky note (or thought-of solutions
professionally in self-reflection professionalism ideas. through to the issue or
various live which is the in different problem identified.
Mentimeter), which
communicative identification of situations
Readings: they will all post on
situations one’s own
preconceptions the
and biases and Diaz, T. I. (2022, March 31). whiteboard/share so
the 5 Young Leaders Solving that the whole class
understanding Sustainable Development can see them.
of how these Issues in the Philippines -
form one’s GLOBIS Insights. GLOBIS Problem-Solving
opinion and Insights. Organizer – students
analysis. https://globisinsights.com/ pair up or group
purpose/sustainability/sust with their peers and
ainable-development- pick one of the
philippines/ sustainable issues or
problems generated
by the class then
identify and
Page | 114
___________________________________________________________________________________________________________________

Course Expected
Outcomes
SDGs - Philippines. (2022, evaluate probable
April 8). The 17 Sustainable solutions through
Development Goals - SDGs - the use of a graphic
Philippines. SDGs - organizer.
Philippines -.
https://sdg.neda.gov.ph/sd
gs/
NOTE: The Final Summative Assessment is the

culminating assessments of all Final period ATs. Thus, it Week Final Summative Assessment: Project Proposal Presentation
assesses all previously assessed CELOs and CT Skills. 18
Page | 115
___________________________________________________________________________________________________________________
GED0120: Scholarly Inquiry Sample Course Outline

Course Expected
Outcomes
Identify rhetorical The Identifying Week Module 1: Identification of Identification of Rhetorical situation
situations identification, rhetorical 1-4 rhetorical situations and Rhetorical identification
possible for understanding, situations examination of various Situations – - Students will identify
building clear societal issues through Students will point 1 rhetorical situation
arguments explanation, and Examining interdisciplinary lenses out situations that in each of the
proposal of contemporary warrant immediate following areas:
Examine various analysis of or social problems This module encourages attention from economic, religion,
societal issues solutions to and its students to identify various stakeholders politics and culture.
through real-life contributory rhetorical situations/ due to their The class will critique
interdisciplinary problems factors through circumstances viable for exigence and the rhetorical
perspectives and/or the application building arguments. possible situations presented
problematics; of different Further, this will also invite consequences to and based on the
disciplines students to examine various society. The results of the critique,
societal issues through identification of the the student will
interdisciplinary lenses. situations will be explore the possibility
based on group of writing and
Materials: ideation, conducting scholarly
Bitzer, L. (1968). The categorization, and research on the topic.
Rhetorical Situation. prioritization.
http://www.arts.uwaterloo. Critique on a social
ca/~raha/309CWeb/Bitzer(1 Rhetorical situation issue
968).pdf workshop - Students will
examine a social issue
Page | 116
___________________________________________________________________________________________________________________

Course Expected
Outcomes
https://walton.uark.edu/bu - Students will and write a critique
siness-communication- identify 4 domestic paper about it.
lab/Resources/downloads/T social issues and 2
he_Rhetorical_Situation.pdf world social issues.
Mills, C.R. (1959). The Rhetorical situation

Sociological Imagination. defense and
London, United Kingdom: critiquing
Oxford University Press. - Students will
https://learn.snhu.edu/d2l/l present their
or/viewer/viewFile.d2lfile/6 identified rhetorical
606/26064/IDS%20Four%20 situations and
General%20Education%20L explain the rationale
enses.pdf behind their
ideation,
categorization and
prioritization. The
class will critique the
presented situations
and will agree on its
ideation and
prioritization.
Page | 117
___________________________________________________________________________________________________________________

Course Expected
Outcomes
Examination of
various societal
issues
- Students will
examine various
individual problems
that stem from
aspects of society
itself. Students will
identify
contemporary social
problems and the
distinctions between
personal troubles
and public issues.
Students will use
sociological theories
such as: functionalist
perspective, conflict
perspective and
symbolic-
interactionist
perspective.
Page | 118
___________________________________________________________________________________________________________________

Course Expected
Outcomes
Social Issues
Examination Map
- Students will
identify a social issue
and its contributory
factors and will
present it in class for
critiquing.
Generate critical The Generating Week Module 2: Curiosity and Question Option 1:
questions identification, questions 5-8 Question Generation Formulation Question Generation
pertaining to understanding, Technique – – Students will create
micro and macro- clear This module encourages Students go through 10 questions about a
scale societal explanation, and students to come up with the process of topic of interest, then
problems proposal of questions about micro and developing students will identify
analysis of or
macro-scale societal questions through 3-4 questions that
solutions to
problems. group ideation, they could use to
real-life
problems categorization, conduct a scholarly
and/or Materials: prioritization, and inquiry on.
problematics; discussion.
Option 2:
Page | 119
___________________________________________________________________________________________________________________

Course Expected
Outcomes
Gilson, E. (1962). The ethics The Questioning • Provide a general
of higher studies. In A. C. Circle – Students topic
Pegis (Ed.), A Gilson reader: create questions • Specify topic (Ex:
Selections from the writings about a subject What is the role of
of Etienne Gilson (pp. 408- matter, their religion in…)
411). Doubleday personal reality, and • Think of two
external reality. arguments that
Inquired. (2019, June 4). would answer the
The question formulation questions.
Question
technique in 90 seconds (Religion is a
[Video]. YouTube. Generation – In a
unifying force in…)
https://youtu.be/04cHyeUV small group, • Create 3
uKg students will create questions about
10 questions about the arguments
the same topic. The created.
class will critique the
10 questions and will
identify the ones
they could conduct a
research on.
Page | 120
___________________________________________________________________________________________________________________

Course Expected
Outcomes
Student
presentation –
Students present
their questions in
class and the class
will provide
responses to the
questions.
culminating assessments of all Midterm ATs. Thus, it Week Midterm Summative Assessment: Concept Paper
Critique evidence The practice of a Critiquing Week Module 3: Claims and Good or Bad?: Students create plans
presented as healthy evidence 11-14 Evidence Supporting Evidence to gather evidence to
support to one's skepticism – The class is support their claims.
claims toward This module asks students presented with They will critique their
knowledge and to come up with evidence rhetorical situations own plans and justify
how it is to support their claims and and corresponding their appropriateness.
produced
to critique pieces of ways of gathering
including facts
evidence provided. evidence to support
and data
considered their claims.
Reading: Students evaluate
whether or not the
Page | 121
___________________________________________________________________________________________________________________

Course Expected
Outcomes
reliable and Lunsford, A. A., Ruszkiewicz, kind of evidence
accurate J. J., Walters, K. (2007). presented is
Everything’s an argument appropriate to the
(4th ed.). Bedford St. given rhetorical
Martin’s. situation.
Drafting Plans to
Gather Evidence for
Claims – Individually
or in pairs, students
draft their plans to
gather evidence to
support their claims.
Student Feedback
and Critique –
Students exchange
plans and critique
each other’s plans to
gather evidence.
Page | 122
___________________________________________________________________________________________________________________

Course Expected
Outcomes
Gather Evidence –
Students gather
evidence to support
their claims.
Determine The Articulating Week Module 4: Proposing Jigsaw Puzzle Option 1
answers to identification, solutions to 15-17 innovative solutions to Based on the Students will write
societal issues understanding, problems social problems reading material, the their proposed
and problems clear class will be divided solution/answers to
explanation, and Explain a This module encourages into groups where the questions they
Present proposed proposal of position students to come up with they would discuss a created in Module 2
solution to a analysis of or innovative solutions to real- particular (Curiosity and
problem through solutions to Propose life societal problems topic/question Question Generation)
a creative real-life solutions where they would through an analysis
presentation or problems Recommend Readings: be considered paper by presenting
analysis paper and/or action experts in. Students their claims,
problematics; Johnson, B. (2005). will present the arguments, and
Overcoming “Doom and answers to the evidence.
Gloom”: Empowering questions to the
Students in Courses on class.
Social Problems, Injustice, Option 2
and Inequality. Teaching Connect the Dots
Page | 123
___________________________________________________________________________________________________________________

Course Expected
Outcomes
Sociology, 33(1), 44–58. Students will be Students will present
https://doi.org/10.1177/00 asked to individually their proposed
92055X0503300104 connect the nine solution by means of
dots with 4 straight a Pecha Kucha
Weaver-Hightower, M. lines without taking presentation.
(n.d). How to make a pecha their pen or pencil
kucha. [Video]. Youtube. up off the paper. Option 3:
https://www.youtube.com/ Students will share Creating and
watch?v=32WEzM3LFhw their challenges in delivering a Public
doing the activity as Service Advocacy
well as what they Campaign regarding
learned in it. The the answers and
activity aims to solutions to the
make students questions they
reflect on the value identified in Module
of thinking outside 2.
the box when
solving problems.
Ask the group
Page | 124
___________________________________________________________________________________________________________________

Course Expected
Outcomes
The students will be
assigned one
problem to solve as
a group. They will
work together and
try to elicit the views
and opinions of each
member. They will
be given 15 minutes
to discuss the
problem. The
spokesperson of the
group will then
present the group’s
solution.
SWOT Analysis
Students will be
asked to evaluate
their proposed
solutions through
SWOT analysis
Page | 125
___________________________________________________________________________________________________________________

Course Expected
Outcomes
(Strength,
Weakness,
Opportunities, and
Threats).

culminating assessments of all Final period ATs. Thus, it Week Final Summative Assessment: Concept Paper Presentation
GED0104: Science, Technology, and Society Sample Course Outline

Course Expected
Outcomes
Integrate Identification, Foundation Week Module 1: Nexus of Science Preliminary Activity: Graded Formative
information understanding, Skills: 1-3 Technology and Society Concept Map: Assessment 1:
clear a. Organize
about the Establish
ideas
evolution of ideas explanation, and Description: Module 1 relationship among Categorizing grid
in scientific proposal of Higher Level focuses on how the science, technology,
research and analysis of or Skills: development of scientific and society In this task, students
solutions to a. Evaluate
technological knowledge influences will individually
real-life informatio
Page | 126
___________________________________________________________________________________________________________________

Course Expected
Outcomes
advancement, as problems n and its technological advancement Deepening: evaluate
it impacts and/or sources and social dynamics. Group Discussion: scientific/technologic
Philippine and problematics Students are also expected From the reading/ al advancement on
Reflect on own
global societies beliefs on the to explore how technology video material how it influences the
role of science and society can influence dissect different nexus of science,
and technology advancement of scientific scientific technology, and
in society. knowledge. advancements and society.
its impact to society
Evaluate the Resource Material/s: and vice-versa
importance and
contributions of
science and (71) The Man Who Killed
technology to Millions and Saved Billions –
society YouTube
Examine the Practice of Higher Level Week Resource Material/s: Synthesis: Graded Formative
strengths and challenging Skills: 4-5 Harrari, Y. (2011). “Part Group Activity: Assessment 2:
weaknesses of dominant o Analyze Four: The Scientific Question generation
scientific perspectives trends and Revolution”. Sapiens: A for a particular Problematic Map
problems
and technological especially those o Use pieces
Brief History of Humankind. scientific and/or
developments in that perpetuate of evidence London: Harper Perennial. technological Students will
Philippine and the o Use advancement investigate influential
global societies m127arginalizati scholarly factors to a societal
Page | 127
___________________________________________________________________________________________________________________

Course Expected
Outcomes
on of meanings, research problem that can be
identities, and databases resolved through
practices related science and
Compare and
to race, class, contrast technology
gender, and problem-
ethnicity solution
relationships
from different
contexts
Evaluate the Practice of a Foundation Week Module 2: Innovation and Preliminary Task: Graded Formative
feasibility of healthy Skills: 6-8 Industrialization for Watch the video Assessment 3:
skepticism o Organize
research-based Growth and Development Accomplish
ideas
solutions that you toward Tasksheet SWOT Analysis
can contribute to knowledge and Higher Level Description: Module 2 (groupwork) – Web
address current how it is Skills: highlights the PILS of Dr. Diagram- For potential solutions
challenges of the
produced o Analyze Tapang which talks about contribution to of one real-life
including facts trends and
society using problems critical innovation for industrialization and problem/ issue in
and data
science and considered national industrialization to problems/ issues it society
technology reliable and Complex Skills promote growth and might cause
o Critique development in the
accurate concepts
and claims
country. Through web Deepening:
Page | 128
___________________________________________________________________________________________________________________

Course Expected
Outcomes
mapping and SWOT Small Group
Evaluate analysis, students are Discussions and
potential
provided the opportunity to sharing on the Web
solutions to real-
life evaluate solutions and how Diagram created
problems/issues they affect dynamics of
Science, Technology and Synthesis:
Society. Should we focus on
industrialization
Resource Material/s: FEU instead of the
Public Intellectual Lecture agricultural sector?
Series | Dr. Giovanni Why do you say so?
Tapang | Parts 1 and 2 Part of the class
discussion
Topic:
Critical Innovation for
National Industrialization:
Building local capacity for
local development (Science
to Society and vice versa)
Page | 129
___________________________________________________________________________________________________________________

Course Expected
Outcomes
culminating assessment of all Midterm ATs. Thus, it Midterm Summative Assessment: Letter – students will write a letter to a
assesses all previously assessed CELOs and CT Skills. Week government unit outlining their analysis and evaluation of a particular
9-10 project/ government solution addressing a specific need/ problem of
society.
Propose practice of a Attitude Week Module 3: An Preliminary Task: Graded Formative

responses to local healthy o Healthy 11-13 interdisciplinary approach KWL on climate Assessment 4:
as well as global skepticism skepticism; to climate change change before and
challenges in toward o Challenge after the PILS video Group Presentation
science and knowledge and dominant Description: Module 3 assigned
technology in how it is practices contextualizes climate Students will have to
produced
accordance with change and how it could be Deepening: identify a social issue
including facts Foundation
the core values of addressed using an Discussion based on that highlights the
and data Skills
fortitude, considered o Gather interdisciplinary approach students’ research influence of scientific
excellence, and reliable and information using the PILS of Mr. on issues with UN’s and/or technological
uprightness accurate High Level Skills Redentor Constantino. SDGs as basis and advancements and
o Use organize their assess how the local
scholarly Resource Material/s: research and create responses applied are
research FEU Public Intellectual a SWOT Analysis on faring with the
databases Lecture Series | Redentor it. attainment of the
Constantino | Parts 1 and 2 SDGs.
Page | 130
___________________________________________________________________________________________________________________

Course Expected
Outcomes
Complex Skills: Synthesis:
o Critique Topic: Class Discussion:
concepts Confronting Agency: What is the value of
and claims Climate Change, Agency, pursuing your
Citizenship specialization or
Evaluation of expertise if the
their own Supplementary Material: approach to climate
understanding Sustainable development change is
on climate report 2022. Sustainable interdisciplinary?
change Development Report 2022.
(n.d.). Retrieved March 24,
Analysis of 2023, from
problems and https://dashboards.sdginde
solutions x.org/profiles/philippines
through mind-
mapping
Creation of
solutions that
are influenced
Page | 131
___________________________________________________________________________________________________________________

Course Expected
Outcomes
by science and
technology
Formulate identification, Examine shared Week Module 4: Science and Preliminary Task: Graded Formative
thoughtful and understanding, concerns 14-15 Technology towards social Watch PILS Video of Assessment 5:
intelligent actions clear regarding real- progress Dr. Mahar Lagmay
that are vital for explanation, and life problems Answer Tasksheet – Trifold Brochure
responsible public proposal of Description: Module 4 allow enumeration of the
behaviour, social analysis of or Collaborate with students to realize how vital geographical Design a
and solutions to a local science and technology is in consequences of the
environmental real-life community in addressing social problems. Philippines and
awareness, and problems creating
civic engagement and/or Dr. Mahar Lagmay proposed
sustainable contextualizes how innovations through
problematics solutions important S&T in mitigating Science and
effects of climate change. Technology (based
on the video)
Resource Material/s:
FEU Public Intellectual Deepening:
Lecture Series | Dr. Mahar Collaboration with
Lagmay | Parts 1 and 2 local communities
Page | 132
___________________________________________________________________________________________________________________

Course Expected
Outcomes
(organizations, LGU,
Topic: or barangay) to find
Philippine Hazards: The Use real-life problems in
of Science and Technology their context
in Climate Change Action –
Disaster Risk Reduction Synthesis:
Cite instances where
science and
technology both
served society
positively and
negatively in disaster
risk reduction/
climate change
action
Evaluate the practice of a Create a Week Module 5: Preliminary Task: Graded Formative
degree of healthy campaign 16-17 Highlight instances Assessment 6:
influence of scepticism towards the Description: Module 5 from the article that
science and toward holistic and provides the students the strike you the most Public Service
technology on knowledge and sustainable opportunity to evaluate the on how AI affects Announcement
social trends and how it is
Page | 133
___________________________________________________________________________________________________________________

Course Expected
Outcomes
media content in produced development of influence of S&T on social (positively/negativel
the digital including facts society trends and media content y) social trends.
platform and how and data through the context of A.I.
they impact considered technology. Deepening:
society reliable and Reflect on how
accurate Resource Material/s: technology and
Tai, M.-T. (2020). The social trends and
impact of artificial media content has
intelligence on human affected your
society and bioethics. Tzu
Chi Medical Journal, 32(4), Synthesis: Do
339. human‑ beings really
https://doi.org/10.4103/tc need artificial
mj.tcmj_71_20 intelligence?
Supplementary:
Can we get rid of Covid-19
forever?
culminating assessments of all Final period ATs. Thus, it Week Final Summative Assessment: Project Proposal
Page | 134
___________________________________________________________________________________________________________________
GED0118: Talakayan sa Makabuluhang Araling

Pangkultura, Panlipunan at Reyalistikong Usapin sa Sample Course Outline
Wika (TAMARAW)
Course Expected
Outcomes
Nasusuri ang iba’t CT1. Pagtukoy, Pagtukoy, pag- Week Modyul 1: • Panonood ng FA:(Maaaring pumili
ibang ideya sa pag-unawa, unawa, malinaw 1-4 Introduksyon sa Wika, maikling video clip ng isa)
pagbabago ng malinaw na na Kultura, Panitikan at tungkol sa Wikang
wika, kultura at pagpapaliwanag pagpapaliwanag Lipunan Filipino: • 1. Kritikal na Papel
lipunan mula sa at panukala ng Sulong Wikang • (indibidwal)
mga babasahin mga suri ng Layunin ng modyul na ito na Filipino! (Bienvenido
patungo sa solusyon ng mga Lumbera) Susuri ng mga tektso
sipatin ang mga pagbabago
pakikipagdiskurso pang-araw-araw https://www.youtub kaugnay ng mga
sa wika, kultura at lipunan
sa mga tiyak na na suliranin. e.com/watch?v=sLJs pagbabago sa wika,
isyu sa mga YViUzGQ kultura at lipunan sa
sektor ng lipunan; CT2. Pagtukoy, Paggamit ng Teksto: Constantino, R. pamamagitan ng
pagsasaalang- mga (2015). Intelektuwalismo at• Frayer Model pagtataya sa mga
alang at makatotohanan Wika. Daluyan Journal. (8- Natutukoy ang ideya o konseptong
paggamit ng g datos 12) mahahalagang tinalakay sa artikulo
mga https://journals.upd.edu.ph ideya/kaisipan na (maaaring sa paraan
makatotohanan /index.php/djwf/article/vie tinalakay sa artikulo ng pagsang-ayon at di
g datos w/4939/4451 gamit ang Frayer pagsang-ayon)
Model
• 2. Oral na
Think-Pair-Share Presentasyon
Page | 135
___________________________________________________________________________________________________________________

Wika (TAMARAW)
Course Expected
Outcomes
Nakapagbabahagi ng • (Pangkatan)
tugon at kritik ng Susuri ng mga tektso
mga kaugnay na kaugnay ng mga
teksto (artikulo, pagbabago sa wika,
panoorin) kultura at lipunan sa
pamamagitan ng
pagtataya sa mga
ideya o konseptong
tinalakay sa artikulo
(maaaring sa paraan
ng pagsang-ayon at di
pagsang-ayon) at
naibabahagi /
naitatalakay ito sa
klase.
CT5: Paggalugad sa Week Modyul 2: Brainstorming FA: Outline at

Nakapagdadalum
Pagsasapraktika kaalaman 5-8 Pilipinolohiya Sa pamamagitan ng paghahanda
at ng mga ideya
ng patuloy na Buzz group, sa pagbuo ng
mula sa mga
paggalugad pagbuo ng mga Layunin ng modyul na ito na magpapalitan ng
akademiko at itinuturing na ideya sa bawat
galugarin ang mga
Page | 136
___________________________________________________________________________________________________________________

Wika (TAMARAW)
Course Expected
Outcomes
propesyunal na tungo sa makatotohanan kaalamang bayan ng bahagi ng nabasang mungkahing solusyon
mga sanggunian kaalaman at g datos Pilipinas akda ang bawat (Solution Proposal)
sa pamamagitan paraan ng pangkat.
ng kritikal na pagbuo ng mga Covar, P. (2015). Kaalamang Bubuo ng outline ng
sanaysay at iba itinuturing na Bayang Dalumat ng Mind mapping proposal para sa
pang gawaing makatotohanan Pagkataong Pilipino. Hihimayin ang isasagawang Mini
Daluyan Journal, Espesyal pangkalahatang mga
pang-akademiko; g datos Conference kaugnay
na Isyu (1). (79-90) ideya sa artikulo na
ng mga
https://journals.upd.edu.ph tumatalakay sa
Nagagampanan napapanahong usapin
/index.php/djwf/article/vie mahahalagang
ang tungkulin ng sa wika, kultura at
w/4950/4459 konsepto hinggil sa
mag-aaral sa lipunan
Pagkataong Pilipino
pagtatamo ng
Salazar, Z. (2015). Ang at Pantayong
intelektwalisadon
Pantayong Pananaw Bilang Pananaw batay kila
g Filipino sa iba’t
Diskursong Covar at Salazar at
ibang disiplina at
Pangkabihasnan. Daluyan kritikal na tatayain
larangan.
Journal, Espesyal na Isyu ang mga nilalaman
(1). (55-78) nito
https://journals.upd.edu.ph
/index.php/djwf/article/vie
w/4949/4458
Page | 137
___________________________________________________________________________________________________________________

Wika (TAMARAW)
Course Expected
Outcomes
NOTE: The Midterm Summative Assessment is the Midterm Summative Assessment: Mini Conference
culminating assessments of all Midterm ATs. Thus, it Week PIYUSAP[an]: Pagsipat sa iba’t ibang usaping pangwika, kultura at lipunan
assesses all previously assessed CELOs and CT Skills. 9-10 sa kontemporanyong panahon
Nakapagmumunk CT6. Pagtanggap Katatagan sa Week Modyul 3: Panimulang gawain: FA: Video segment
ahi ng iba’t ibang ng personal na paninindigan, 11-13 Introduksyon sa Kulturang Pagpapanood ng (pangkatan)
solusyon sa mga katangian tulad disiplinang Popular black and white clips
tiyak na isyu at ng katatagan sa iskolarli (radyo, telebisyon, print (paghahambing ng Magmumungkahi ng
usaping paninindigan, ad, pelikula at social midya noon at mga gawain o mga
panlipunan disiplinang pagtanggap ng media) ngayon) solusyon na tutugon
iskolarli, iba pang sa mga isyu o usapin
kababaang-loob kaalaman at Mga Katangian ng Kulturang Mungkahing gawain: kaugnay sa mga
sa pagtanggap mga Popular ayon kay Rolando Pagpapanood ng umusbong na
ng iba pang perspektiba Tolentino pelikulang Ora Pro kulturang popular sa
kaalaman at Nobis ni Lino Brocka Pilipinas.
mga Layunin ng modyul na ito na (paghahambing ng
perspektiba. matalakay ang katangian at midya noon at
mahahalagang konsepto ngayon)
Page | 138
___________________________________________________________________________________________________________________

Wika (TAMARAW)
Course Expected
Outcomes
ukol kulturang popular sa
Pilipinas sa iba’t ibang anyo
o porma nito.
Team Idea Mapping

Tolentino, R. B. (2001). Sa Tutukoy ng
Loob at Labas ng Mall kong mahahalagang ideya
Sawi/Kaliluha’y siyang o kaisipan na
nagyayaring-hari: Ang tinalakay ukol mga
Pagkatuto at Pagtatanghal katangian ng
ng Kulturang Popular. (6- kulturang popular
10) batay sa artikulo ni
University of the Philippines Rolando Tolentino at
Press. ilalapat kung paano
ito naoobserbahan
Tolentino, R. B., & Santos, J. sa lipunan
M. (2014). Wika at Media
Media at Lipunan. Star Bursting
University of the Bubuo ng mga
Philippines. katanungan mula sa
(191-198) binasang artikulo at
Page | 139
___________________________________________________________________________________________________________________

Wika (TAMARAW)
Course Expected
Outcomes
susubuking sagutin
Nuncio, E. M. (2012) Ang sa klase sa talakayan
Siyudad ng Mall: Ang Bakod, nito
Bukod at Buklod bilang
Espasyo at Biswal mula
Tabuan hanggang SM City
North Edsa. De La Salle
University Manila Press
(69-113)
5. Nagagampanan CT4.Pagsasaprak Pagsasapraktika Week Modyul 4: Pagsusuri sa tulang FA:

ang tungkulin ng tika ng gahum ng gahum 14-17 Ang Kababaihan sa “Bago ang Babae” ni 1. Panayam sa iba’t
mag-aaral sa higit na ng Nagbabagong Lipunan Rebecca Añonuevo ibang uri ng babae sa
pagtatamo ng sasangga sa sa tulong ng team lipunan at pagtukoy
intelektwalisadon marhinalisasyon Layunin ng modyul na ito na idea mapping sa mga suliraning
g Filipino sa iba’t at opresyon sa mapalalim ang kaalaman kanilang nararanasan
ibang disiplina at identidad at ng
tungkol sa mga isyu at
larangan. mga praktika na Field notes/walk
usapin sa mga karanasang
may kaugnayan around survey 2. Dokumentaryong
6. Nakapaglalatag sa lahi, uri, ng kakabaihan sa iba’t ibang Pagtatala ng mga
bidyo
ng tiyak na mga sektor ng lipunan katanungan para sa
Page | 140
___________________________________________________________________________________________________________________

Wika (TAMARAW)
Course Expected
Outcomes
solusyon sa kasarian at isasagawang
umiiral na mga etnisidad. -Karahasan panayam Pagbuo ng
suliraning -Abortion dokumentaryong
pangwika, -Divorce bidyo batay sa
pangkultura, at -Social health isinagawang
panlipunan sa -RA 9262-VAWC panayam.
pamamagitan ng Pagmumungkahi ng
mga gawaing solusyon sa mga
“Bago ang Babae:” ni
institusyunal para suliraning natuklasan.
sa iba’t ibang Rebecca Añonuevo
sektor ng lipunan;
Mabanglo, R.E. (2009) Wika
at Katauhang Babae: Mula
Mito Hanggang Panahong
Moderno
MALAY Journal. 22.: (85-90)
https://ejournals.ph/article.
php?id=7959
Page | 141
___________________________________________________________________________________________________________________

Wika (TAMARAW)
Course Expected
Outcomes
culminating assessments of all Final period ATs. Thus, it Week Final Summative Assessment: Konseptong Papel at Peer Evaluation
GED0102: The Life and Works of Rizal Sample Course Outline

Course Expected
Outcomes
Apply The Gather, Week M1: The Legal Basis of Outlining OPTION 1
investigative identification, evaluate, and 1-3 Studying Rizal: The Rizal To enumerate the FA:
skills in truth- consideration thematize Law main idea/s, and Infographics/Posters
seeking in and use of information supporting details, / Graphic Organizers
connection to reliable, In the contemporary period, of the assigned To synthesize the
History in general accurate and Identify, explain studying Rizal is one way to reading. information
and the life and verifiable facts and evaluate
be able to understand the illustrated within the
works of Rizal in and data; arguments
history of the Filipino and Short Video graphic organizer.
particular. The practice of
Create challenging the emancipation of the Viewing: Xiao Time :
assumptions or dominant Philippines under the Ang Republic Act
Page | 142
___________________________________________________________________________________________________________________

Course Expected
Outcomes
alternative perspectives Challenge colonizers. To study Rizal 1425 o ang Rizal Law
assumptions that especially those assertions and deeper means to (Batas Rizal) OPTION 2:
underlie the that perpetuate ideas understand his ideals FA: Debate
central point of the through scrutinizing his life, Knowledge To formulate and
view of the marginalization Create and works and writings as these Scaffolding support their
author/article. of meanings, assess are constant and inspiring Each group will be convictions on a
identities, and assumptions
source of patriotism. This given specific parts particular debate
practices
module aims to discuss the of the article to problem.
related to race,
class, gender, Intellectual preview and an focus on, and
and ethnicity. humility introduction in studying The present the ideas
Life and Works of Jose Rizal. and main points OPTION 3:
Confidence in Critical Essay
facts and data To formulate and
support their
convictions on a
particular debate
problem on a written
output
Examine the The Gather, Week M2: Critical Basis of Outlining OPTION 1: Critical
contexts in which identification, evaluate, and 4-6 Studying Rizal. To enumerate the Essay
Rizal lived, consideration main idea/s, and
Page | 143
___________________________________________________________________________________________________________________

Course Expected
Outcomes
functioned, and and use of Thematize The Life and Works of Rizal supporting details, To formulate and
wrote. reliable, information discusses the ideology and of the assigned support their
Create accurate and philosophy of Rizal and how reading. convictions on a
assumptions or verifiable facts Identify, explain these contribute in the particular problem on
alternative and data; and evaluate emergence of the Filipino Concept Map a written output
assumptions that The practice of arguments nation. The course module To organize the
underlie the challenging requires a critical evaluation
ideas within the OPTION 2:
central point of dominant of the life, writings and
assigned reading, Negotiated Answers
view of the perspectives Challenge contributions of Dr. Jose
author/article. especially those assertions and Rizal. and to clarify the To formulate a critical
that perpetuate ideas The course module aims to understanding of judgement on other’s
the meet the needs of the every student. opinions
marginalization Create and contemporary period as
of meanings, assess well as strengthen the Knowledge OPTION 3:
identities, and assumptions nationalist aspirations of Scaffolding Video Presentation
practices the student. Each group will be To express their
related to race, given specific parts understanding on the
class, gender, Intellectual of the article to material.
and ethnicity humility focus on, and
present the ideas
Confidence in
and main points
facts and data
Page | 144
___________________________________________________________________________________________________________________

Course Expected
Outcomes
Short Video
Viewing: Heneral
Rizal
Examine the The Gather, Week M3: Rizal’s Childhood Outlining OPTION 1
contexts in which identification, evaluate, and 7-8 To enumerate the Oral Presentation
Rizal lived, consideration thematize Rizal experienced a main idea/s, and To allow students to
functioned, and and use of information beautiful and challenging supporting details, gather information on
wrote. reliable, life during his early years, of the assigned a particular topic
accurate and Confidence in particularly at that time reading within the assigned
verifiable facts facts and data
when we he was away from readings, and to
and data;
his family due to his Radio Drama present them in a
Intellectual
humility educational pursuits. This To demonstrate scholarly manner.
module will discuss the knowledge on a
experiences of the young certain event in a OPTION 2:
Rizal , with emphasis on creative manner. Graphic Organizer
racial discrimination. The To compare one’s
issue as to the poem which youth with Rizal’s
is popularly attached to his Oral Presentation using a venn diagram.
name will also be analyzed To allow students to
in this module. gather information OPTION 3:
Page | 145
___________________________________________________________________________________________________________________

Course Expected
Outcomes
on a particular topic Biographical Essay
within the assigned To compare one’s
readings, and to youth with Rizal’s.
present them in a
scholarly manner.

culminating assessments of all Midterm ATs. Thus, it Week Midterm Summative Assessment: Argumentative Essay
Examine the The Gather, Week M4: Rizal in the Context of Oral Presentation OPTION 1:
contexts in which identification, evaluate, and 11-14 the 19th Century To allow students to Concept Map
Rizal lived, consideration thematize gather information To organize the ideas
functioned, and and use of information In this module, we will on a particular topic within the assigned
wrote. reliable, discuss the two readings within the assigned reading, and to clarify
Apply accurate and Identify, explain that describes Rizal’s idea readings, and to the understanding of
investigative verifiable facts and evaluate
and perception of the present them in a every student.
skills in truth- and data; arguments
country’s situation during scholarly manner.
seeking in The practice of
connection to challenging that time and the kind of OPTION 2:
History in general dominant Challenge future that Filipinos might Knowledge Critical Essay
and the life and perspectives assertions and have if their situation Scaffolding To formulate and
especially those ideas continued. support their
Page | 146
___________________________________________________________________________________________________________________

Course Expected
Outcomes
works of Rizal in that perpetuate Each group will be convictions on a
particular. the Create and given specific parts particular problem on
Connect Rizal’s marginalization assess of the article to a written output
relevant ideals to of meanings, assumptions focus on, and
Philippine identities, and present the ideas
society’s present- practices and main points
day situation. related to race, Intellectual
class, gender, humility
and ethnicity
Confidence in
facts and data
Connect Rizal’s Practice of self- Gather, Week M5: Rizal and Short Video OPTION 1:
relevant ideals to reflection which evaluate, and 15-17 Womanhood: Letter to the Presentation: Short Paragraph Quiz
Philippine is the thematize Young Women. Brigada
society’s present- identification of information OPTION 2
day situation. one’s own Rizal grew up in a female Article Review
Create preconceptions Identify, explain dominant environment Character Analysis:
assumptions or and biases and and evaluate starting from his own Female Character in OPTION 3:
alternative the arguments family. His values formation the Noli and Fili. Gallery Walk
assumptions that understanding of being self-reliant and
underlie the of how these love for education was
central point of form one’s
Page | 147
___________________________________________________________________________________________________________________

Course Expected
Outcomes
view of the opinion and Reflect on strongly influenced by his
author/article. analysis; societal mother. Before the Spanish
Create ways to Fourth, the situations colonization, it is believed
emulate moral practice of that our women are of
values displayed challenging Analyze trends equal to men and that the
by Rizal in his life dominant and problems oppression of our women
and works. perspectives was a product of
especially those Challenge colonization.
that perpetuate assertions and This module aims to
the ideas examine the views of Rizal
marginalization on the Filipino women and
of meanings, Create and women in general through
identities, and assess his own writing of the letter
practices assumptions to the young women of
related to race, Malolos, and how his ideas
class, gender, impacted the feminism in
and ethnicity. Courage of the Philippine society.
Fifth, the conviction
practice of a
healthy Healthy
skepticism skepticism
toward
knowledge and
Page | 148
___________________________________________________________________________________________________________________

Course Expected
Outcomes
how it is Respectful
produced tolerance for
including facts other
and data perspectives
considered
reliable and Intellectual
accurate; humility
Sixth, the
embrace of Confidence in
personal facts and data
qualities such as
courage of
conviction,
scholarly
discipline,
intellectual
humility, and
tolerance for
other
perspectives
culminating assessments of all Final period ATs. Thus, it Week Final Summative Assessment: Solution Digest
Page | 149
___________________________________________________________________________________________________________________
GED0106: Art Appreciation Sample Course Outline

Course Expected
Outcomes
Discuss the Practice of Discussion and Week Foundations of Art Preliminary Task: Argumentative Essay
importance of art challenging analysis of 1-3 This module tackles the art Video presentation (or
in having a critical dominant perspectives in and its meaning, aesthetics, and Reading Argument/Concept
mindset. perspectives aesthetics and ways of looking and materials to discuss Map) - students will
especially those art appreciation analyzing art the Meaning of art, create an
that perpetuate aesthetics, and ways argumentative Essay
the Reading: of looking at art. or Concept map) and
marginalization Berger, John. ( ). Chapter 3, will exchange work
of meanings, in Ways of Seeing. with other groups to
identities, and Group discussion – make counterclaims.
practices related students will discuss
to race, class, the concepts and
gender, and criticize their prior
ethnicity. knowledge in
comparison to the
Engage in Identification, discussed concepts
respectful and consideration in the reading
professional and use of materials
discourse through reliable,
dialogue and accurate and
Page | 150
___________________________________________________________________________________________________________________

Course Expected
Outcomes
written outputs verifiable facts
with diverse and data
perspectives in
art appreciation.
Explain the Identification, GatherIng of Week Art Styles Movements Preliminary Task: Concept
dynamic consideration information 4-5 This module Discusses the Research on the art Map/Handouts/Q &
movement of art and use of art style movements in the movements A/Reporting
through the study reliable, Organization of Western Culture - Students will provide
of different art accurate and ideas Class and Oral handouts to be given
periods. verifiable facts Presentation, to the class
and data - students will report
Creation of their output or create
handouts questions for the class
to answer
Engage in Practice of Discussion and Week Modern Art: Preliminary Task: Short Argumentative
respectful and challenging analysis of 6 Why is Modern Art Bad? Watching and Essay – students will
professional dominant dominant High Art Vs Low Art reading on “Why is make a claim and
discourse through perspectives perspective in Modern Art So provide justifications
dialogue and especially those modern art Bad?” & “High Art Vs on their claim
written outputs that perpetuate Low Art”(article)
with diverse the
marginalization
Page | 151
___________________________________________________________________________________________________________________

Course Expected
Outcomes
perspectives in of meanings, Think Aloud – This Debate – students will
art appreciation. identities, and activity will help the be divided in 2 groups
practices related students share and wherein they would
to race, class, clarify claims and have as to whether
gender, and reasons the modern art is
ethnicity. bad?
Think Pair Share –
This activity will
enable the students
to think critically,
collaborate among
peers, and
respectfully share
their ideas with one
another
Evaluate the Identification, Assessment of Week Art Market: Preliminary Task: Discussion forum
aesthetic, consideration the values of 7-8 Galleries, Patrons, Auction Watching and
historical, and and use of artworks Houses reading on art
market value of a reliable, market and auction
certain work of accurate and
art using the verifiable facts Discussion Forum-
and data
different This activity will help
Page | 152
___________________________________________________________________________________________________________________

Course Expected
Outcomes
approaches peer interaction and
learned in class. improve the
students’ learning
engagement.
culminating assessments of all Midterm ATs. Thus, it Week Midterm Summative Assessment: Art Criticism
Identify the Embrace of Employ values Week Local Heritage & Cultural Preliminary Task: Create a portfolio of
artistic and personal gained from 11-12 Sensibility Research on own artistic and cultural
cultural elements qualities such as artworks local culture and arts elements from a
in Philippine courage of Dalisay, Butch. 2010. “Save Philippine cultural
cultural conviction, the Paete Murals.” Cultural Heritage property (national
properties and scholarly https://www.philstar.com/li Exposure : This cultural treasure,
discipline,
sites that festyle/arts-and- activity will help the important cultural
intellectual
highlight the culture/2010/04/19/567385 students be exposed property) and
humility, and
significant tolerance for /save-paete-murals. to different areas evaluate their
contributions other through guided tour importance in relation
coming from perspectives. Video: ANGONO by GMA 7 to arts, culture or
artistic, cultural, (Sandra Aguinaldo) Class Presentation history.
and historical
spheres.
Page | 153
___________________________________________________________________________________________________________________

Course Expected
Outcomes
Analyze historical, Practice of a Exposure to art Week Juan Luna and Other Preliminary Activity: Presentation of their
cultural, and healthy spaces 13-14 Filipino Masters Readings on visual art analysis of
societal issues in skepticism Philippine artworks an artwork
relation to toward Analysis of and Filipino artists
Philippine knowledge and artworks
artworks and how it is Museum Visit –
artists. produced
students will be
including facts
exposed to art
and data
considered spaces by visiting at
reliable and least 3 art museums
accurate
Visual Art Analysis –
students will choose
an artwork to
analyze
Page | 154
___________________________________________________________________________________________________________________

Course Expected
Outcomes
Demonstrate an Practice of a Exposure to FEU Week FEU as a Cultural Oasis Visit the different art A group research
evolved aesthetic healthy Art Collections 15-16 collections of FEU paper about the
sensibility by skepticism and their with assistance from importance of FEU in
learning the toward importance the FEU tour guides. the development and
importance of knowledge and preservation of
FEU art how it is Philippine art.
collection. produced
including facts
and data
considered
reliable and
accurate
Reflect on the Identification, Reflection on Week Special Topics: Graffiti as a Preliminary Task: Reflective paper on
effects of new consideration new art forms 17 Form of Art Watching and graffiti as art (or not)
technologies and and use of New technologies reading on Graffiti as and AI as artist (or
their impact on reliable, Vandalism and/or not)
the creation and accurate and Art & Artificial
value of art. verifiable facts Intelligence (AI)
and data.
Group discussion –
students will discuss
on the artistic value
Page | 155
___________________________________________________________________________________________________________________

Course Expected
Outcomes
of graffiti and/or AI
“artworks”

culminating assessments of all Final period ATs. Thus, it Week Final Summative Assessment: Digital Art Discussion
GED0116: Retorika Sample Course Outline

Course Expected
Outcomes
CELO 1: Identification, Kasanayan sa Week Modyul 1: Introduksyon Gawain 1 (takdang- FA1
nagagamit ang consideration pagbuo ng 1-3 sa Retorika aralin) na ibibigay Opsyon 1:
ibat ibang uri ng and use of sintesis sa huling araw ng Ang Retorika at
diskurso sa reliable, Makabuo ng sintesis mula oryentasyon): Kampanya Para sa
pagsusuri ng mga accurate and Kasanayan sa sa mga sinaliksik na Saliksik-Retorika Isang Propesyon
tekstong verifiable facts pakikipagdiskur batayang simulain sa Indibidwal at pasulat Grupo at pasalita
akademik; and data; so Retorika at magamit ito sa Tiyakin na na Bumuo ng isang
akademiko at propesyunal nakapagsaliksik ang kampanya na
na espasyo. mga mag-aaral naglalayong hikayatin
ang mga mag-aaral na
Page | 156
___________________________________________________________________________________________________________________

Course Expected
Outcomes
CELO 2: the practice of Kasanayan sa Mungkahing Sanggunian tungkol sa mga mag-enrol sa inyong
nailalapat ang self-reflection malikhaing sumusunod: progrma/propesyon sa
mga metodo, which is the pagpapahayag Arrogante, J.A. Kasaysayan ng FEU.
teknik, pamaraan identification of (2003).Retorika sa mabisang Retorika
sa mabisang one’s own Kasanayan sa pagpapahayag. National • Kahulugan Opsyon 2:
preconceptions pagsasaliksik Bookstore. ng Retorika Ang Tula ng Aking
pagpapahayag
pasalita at pasulat; and biases and Mandaluyong City • Apat na Propesyon
the diskurso ng Indibidwal at pasulat
understanding of Belvez, P.M. (2001). Retorika Sumulat ng isang tula
CELO 5
Nakapag-aambag
how these forms Retorika: mabisang • Kahalagahan na naglalaman kung
one’s opinion pagsasalita at pagsulat. Rex ng wika sa paano mo magagamit
ng iba’t ibang
and analysis Bookstore. Manila. Retorika ang Retorika sa iyong
perspektiba sa
paglikha ng akda • Kanon ng propesyon.
the practice of a Bernales, R. A. Retorika
batay sa disiplina healthy (2009).Mabisang retorika sa Opsyon 3
ng mag-aaral. skepticism toward wikang Filipino: batayan at Gawain 2 Ang Saysay ng
knowledge and sanayang-aklat sa Filipino 3, Sintesis mula sa Retorika sa
CELO 6: how it is produced
antas-tersyaryo. Mutya Saliksik Sanaysay ng Aking
nakabubuo ng including facts
Publishing House. Grupo at pasalita Propesyon
mga iskolarling and data
considered Valenzuela City. Bumuo ng sintesis Indibidwal at pasulat
diskurso upang
reliable and mula sa mga Sumulat ng isang
makapagpaliwana
accurate nasaliksik at Sanaysay na
Page | 157
___________________________________________________________________________________________________________________

Course Expected
Outcomes
g at Eugenio, G.et al. (2007) talakayin ito sa harap tumatalakay kung
makapanghikayat Retorika. Masining na ng klase. Maaring paano magagamit ang
Pagpapahayag: Manila, sundan ang Retorika sa iyong
Libro ng Enterprizes. pagtatakda ng paksa programa/propesyon
sa bawat grupo na
Go, Jan Ralph. (2018). nasa ibaba:
Retorika at Hikayat: Ang Magiging batayan ng
Pag-aaral sa mga Piling Grupo 1 at 2 alinmamg opsyon ang
Patalastas ng McDonald’s Kasaysayan at sintesis ng mga
Fast-Food Chain sa kahulugan ng saliksik sa TLAs
Pilipinas. ____ Retorika
Mortera, Melvin at Arsenia Grupo 3 at 4

Sison- (___) Retorika: Apat na diskurso ng
Gabay sa Masining na Retorika
Pagpapahayag. Anvil
Publishing, Inc. Grupo 5 at 6
Kanon ng Retorika
Tiamson-Rubin, L. et.al.
(1989). Wikang Filipino Grupo 7
Retorika at Sulating Kahalagahan ng
wika sa Retorika
Page | 158
___________________________________________________________________________________________________________________

Course Expected
Outcomes
Pananaliksik. Rex
Bookstore. Manila. Gawain 3
Espasyo ng
Retorika sa
Akademiko at
Propesyon
Grupo at pasalita
Gamit ang mga
sintesis mula sa
saliksik, muling
magsagawa ng
pagtalakay kung
paano ipapakita ang
espasyo ng Retorika
sa akademiko at
propesyon
Page | 159
___________________________________________________________________________________________________________________

Course Expected
Outcomes
CELO 1: Practice of self- Kasanayan sa Week Modyul 2: Tekstong PILING FA2: BAYAN MO,
nagagamit ang reflection which pagsusuri ng 4-6 Deskriptibo (C/O: Mark) LARAWAN SAGOT MO!
ibat ibang uri ng is the tekstong (May mga larawang
diskurso sa identification of akademiko Babasahin: matatanggap ang (Gamit ang Bidyo,
pagsusuri ng mga one’s own Ang Biktima ni Dominador klase, at susubukan Ipakita(Ilarawan)
tekstong preconceptions Kasanayan sa nila itong bigyan ng kung ano ang suliranin
and biases and pagbibigay ng B. Mirasol
akademik; sariling deskripsyon ng inyong
the interpretasyon
batay sa mapag- bayan/lugar. Sa dulo
understanding of
CELO 2: Makalikha ng isang uusapan ng bawat ng Bidyo, magbigay
how these forms
nailalapat ang pangkat) ng mga suhesyon
one’s opinion Kasanayan sa maikling pagsasalaysay-
mga metodo, and analysis paglikha ng kung paano ito
teknik, pamaraan pagtatanghal sa PILING masusulusyonan.)
bagong kaisipan
sa mabisang the practice of pamamagitan ng TANGHAL.
pagpapahayag challenging Kasanayan sa deskriptibong pamamaraan (Pumili ng isang
pasalita at pasulat; dominant paglalatag ng suliranin ng kuwento
CELO 4: perspectives sariling at itanghal ito sa
nakapagpapanuka especially those paniniwala at klase. Sa dulo ng
la at nakabubuo that perpetuate paninindigan dula, magpakita ng
ng mga the suhesiyon para
kongkretong marginalization matugunan ang
solusyon sa mga of meanings,
Page | 160
___________________________________________________________________________________________________________________

Course Expected
Outcomes
napapanahong identities, and Kasanayan sa suliranin na
isyung tinalakay practices related paglalarawan itinanghal)
mula sa teksto sa to race, class,
pamamagitan ng gender, and Kasanayan sa
tiyak na ethnicity pagbibigay ng
diskursong solusyon
panretorika; the
identification,
consideration
CELO 6: and use of
nakabubuo ng reliable,
mga iskolarling accurate and
diskurso upang verifiable facts
makapagpaliwana and data;
g at
makapanghikayat
CELO 1: Practice of self- Kasanayan sa Week Modyul 3: Tekstong Gawain 1: FA3: Kwentong May
nagagamit ang reflection which pagsasalaysay 7-8 Naratibo (Iris) Magsalaysay ng Kwenta
ibat ibang uri ng is the isang kwento na
diskurso sa identification of galing sa inyong
Page | 161
___________________________________________________________________________________________________________________

Course Expected
Outcomes
pagsusuri ng mga one’s own Kasanayan sa Babasahin: Tatlong lugar o kwentong 1. Magsulat ng kanya-
tekstong preconceptions pagsulat ng Kwento ng Buhay ni nagpakilala ng kanyang personal na
akademik; and biases and akademikong Julian Candelabra ni inyong kultura. kwentong “coming of
the papel Lualhati Bautista age” na nagpabago ng
understanding of inyong panananaw sa
Kasanayan sa
CELO 2: how these forms Gawain 2: Mula sa inyong sarili at sa
pagbibigay ng
nailalapat ang one’s opinion Makapagpahayag ng tala ng inyong buhay lipunan.
interpretasyon
mga metodo, and analysis kawing-kawing na ay pumili ng isang
eknik, pamaraan pangyayari sa paraan ng pangyayari na
sa mabisang paggamit ng malinaw, maaari ninyong 2. Gumawa ng biswal
pagpapahayag The practice of makahulugan at malikhaing ibabahagi sa inyong na representasyon ng
pasalita at pasulat; challenging pananalita. inyong kwento ng
mga kamag-aral na
dominant “coming of age” gamit
perspectives maaari nilang
kapulutan ng aral. ang kahit anong video
CELO 4: especially those
that perpetuate platform (TikTok o
Nakapagpapanuka YouTube). Pagsama-
the
la at nakabubuo
marginalization samahin ang kani-
ng mga of meanings, kaniyang video para
kongkretong identities, and makagawa ng isang
solusyon at practices related
repleksyon sa video anthology.
to race, class,
mga gender, and
ethnicity
Page | 162
___________________________________________________________________________________________________________________

Course Expected
Outcomes
napapanahong
isyung tinalakay
mula sa teksto sa
pamamagitan ng
tiyak na
diskursong
panretorika
CELO 5
Nakapag-aambag
ng iba’t ibang
perspektiba sa
paglikha ng akda
batay sa disiplina
ng mag-aaral.
CELO 6:
nakabubuo ng
mga iskolarling
diskurso upang
makapagpaliwana
Page | 163
___________________________________________________________________________________________________________________

Course Expected
Outcomes
g at
makapanghikayat

culminating assessments of all Midterm ATs. Thus, it Week Midterm Summative Assessment: Tekstong Diskrptibo at Naratibo
CELO 4 Identification, Kasanayan sa Week Modyul 4: Tekstong PA: Nuod Mo, Isyu FA4: Panindigan
Nakapagpapanuka understanding, paglalatag ng 11-14 Ekspositori Mo! Mo, Panukala Mo!
la at nakabubuo clear balidong (Isahang Gawain) (Isahang gawain-
ng mga explanation, and impormasyon Babasahin: Pasulat; Pangkatang
kongkretong proposal of May Nangyari sa Villa Lois Tukuyin ang gawain – Pasalita)
solusyon at analysis of or Kasanayan sa Ni Kenneth Aguda kasalukuyang isyu
repleksyon sa solutions to real- paglalatag ng na pinapakita sa Bumuo ng isang
mga life problems sariling bidyo sanaysay na
napapanahong and/or paniniwala at Nakasusulat ng isang naglalahad ng mga
isyung tinalakay problematics; paninindigan sanaysay na naglalahad ng P/D: Isyu Mo, panukalang angkop sa
mula sa teksto sa mga panukalang angkop sa Panindigan Mo! mga paninindigan na
pamamagitan ng Practice of Kasanayan sa mga paninindigan hinggil sa (Pangkatang nailatag sa pangkatang
tiyak na challenging pagbuo ng isyung tinalakay sa Gawain) gawain.
diskursong dominant programa o/at babasahin. Ilatag ang mga
panretorika perspectives proyeko bilang paninindigan hinggil FA5
especially those sa kasalukuyang sa umiiral na isyung
Page | 164
___________________________________________________________________________________________________________________

Course Expected
Outcomes
CELO 5 that perpetuate kalagayan ng panlipunan mula sa Balidong
Nakapag-aambag the lipunan o babasahin. Impormasyon sa
ng iba’t ibang marginalization komunidad Aking Propesyon
perspektiba sa of meanings, Bumuo ng isang
paglikha ng akda identities, and sanaysay na
batay sa disiplina practices related sumasagot sa tanong
ng mag-aaral. to race, class, na:
gender, and Gaano kahalaga ang
ethnicity ang pagkakaroon ng
balidong
impormasyon sa
inyong propesyon?
Magbigay ng tatlong
kahalagahan ukol
dito.
CELO 1: Identification, Kasanayan sa Week Modyul 5: Tekstong Gawain 1: Pumili ng FA6: Lumikha ng
Nagagamit ang understanding, paglikha ng 15-17 Argumentatibo isang napapanahong isang balangkas batay
ibat ibang uri ng clear balangkas isyu at talakayin sa sa argumentatibong
diskurso sa explanation, and Option 1: Ang Balangkas klase ang inyong pananaw hinggil sa
pagsusuri ng mga proposal of Kasanayan sa ng Multikulturalismo at ang pananaw hinggil kasalukuyang isyung
analysis of or pangangatwiran dito. (pasalita) panlipunan.
Page | 165
___________________________________________________________________________________________________________________

Course Expected
Outcomes
tekstong solutions to real- Pagbubuo ng Bansang
akademik; life problems Kasanayan sa Pilipino Gawain 2: Pumili ng (maaaring isahan o
and/or organisasyon ng Ni Feorillo Demeterio III isang argumentong pangkatan)
CELO 3 inilahad sa teksto.
problematics; kaisipan *Magbibigay ang
Nalilinang ang Magbigay 3 katwiran
Option 2: Dapat guro ng template/
kakayahan ng kung bakit sang-
the practice of Kasanayan sa Makabayang Edukasyon ni balangkas na
wikang Filipino Rogelio L. Ordonez ayon o hindi sang-
challenging paggamit ng maaaring sundin ng
bilang wikang intelekwalisado ayon ang pangkat sa
dominant mga mag-aaral
intelektwalisado ng Filipino sa napiling ideya. Ilatag
perspectives
sa pamamagitan pagpapahayag ang sagot sa
especially those pamamagitan ng
ng paggamit sa
that perpetuate paglikha ng sariling
mga diskursong
the graphic organizer.
makabuluhan at
marginalization (pasulat)
napapanahon
of meanings,
identities, and
CELO 2: practices related
Nailalapat ang to race, class,
mga metodo, gender, and
teknik, pamaraan ethnicity
sa mabisang
pagpapahayag the practice of a
pasalita at pasulat; healthy
skepticism toward
Page | 166
___________________________________________________________________________________________________________________

Course Expected
Outcomes
CELO 6: knowledge and
Nakabubuo ng how it is produced
mga iskolarling including facts
diskurso upang and data
considered
makapagpaliwana
reliable and
g at
accurate
makapanghikayat
the identification,
consideration and
use of reliable,
accurate and
verifiable facts
and data;

culminating assessments of all Final period ATs. Thus, it Week Final Summative Assessment: Podcast Presentation
Page | 167
___________________________________________________________________________________________________________________
Annex 2: Sample Module Facilitation Guide for BLC Classes
Course Code GED0104 Course Title Science Technology and Society

Module 1 Science Technology and Nation Building
Modular Learning 1. Discuss current challenges in society in relation to science and technology and possible critical innovations for
Outcomes National Industrialization.
2. Propose solutions that will address identified challenges pertaining to science and technology in the Philippines.
3. Draft an action plan that will support the national development agenda vis-à-vis the progress of science and
technology and its impact to communities.
Resource materials Public Intellectual Lecture Series: Critical Innovation for National Industrialization Building Local Capacity for Local
Development
Part 1 (24 mins)

Part 2 (34 mins)
Reminders for 1. Ask the students to watch PILS and prepare a journal at home.
Teaching Assistants 2. Make sure to prepare a sample graphic organizer for the students to utilize.
3. Decide if you would want this to be a paired work or a group activity. Prepare this in advance.
4. Ensure that the students will write/include their complete names, section and dates on their paper/activity.
5. You may ask them to take pictures of the activity.
6. Provide working time/time allotment for the activity. Ask the students if they need extension to accomplish the
work.
7. Make sure to facilitate learning by going around every groups/pair to check for learning and understanding or
ask questions to ensure participation and learning.
Page | 168
___________________________________________________________________________________________________________________
1. Classroom engagement
A. Preliminary Activities Round Table Discussion – Each group will discuss and answer the following questions:
These are initial activities that learners will
do to exhaust the content of the resource 1. How did Dr. Tapang describe the state of Science and Technology in the country? Why did he
material. use such descriptions?
2. According to the resource material, what is the industry that keeps the Philippines economy
alive despite low productivity in Science and Technology?
3. What is the percentage rate of Filipinos who work abroad? What does it imply?
4. What does Albert Einstein mean when he stated, "Man can find meaning in life, short, and
perilous as it is, only through devoting himself to society.”?
5. According to the video material, the weak manufacturing industry in the country results in a
whole lot of outcomes. Discuss one of these outcomes.
6. Which of Dr. Tapang’s proposed solution to Philippines’ state of Science and Technology
shortcomings do you think is the most feasible? Why?
7. Why did Dr. Giovanni Tapang mention that our economy is “not yet dead” despite low
efficiency in economic-related S&T in the country?
15-30 mins
B. Deepening of understanding The Round Table – Presentation:

These are activities that learners will do to • Each group will present 1/7 questions discussed.
analyze, evaluate, and/or synthesize the • Ask the other groups to prepare questions and insights for the presenters.
content of the resource material. • Critiquing
Instruct students to prepare for a class sharing by presenting a two slide PowerPoint. (30 minutes)
Page | 169
___________________________________________________________________________________________________________________
C. Ungraded formative assessment • As a class complete the Problem Tree - Template A provided below.
This would refer to ungraded activities • Per group - propose how each of you can contribute and/or participate to the proposed
that will assess students’ demonstration of solutions that will address identified challenges pertaining to science and technology in the
understanding and skills, using the Philippines.
resource material as a vehicle to build
learning based.
D. Closure and synthesis Ask the following questions:

These are activities that learners will do to
reflect on what transpired in the whole 1. What are the current challenges in society in relation to science and technology and possible
teaching-learning episode. critical innovations for National Industrialization?
2. How can the proposed solutions address the identified challenges pertaining to science and
technology in the Philippines?
3. What are the specific actions to be taken to ensure implementation of the proposed solutions?
2. Asynchronous online engagement
A. Work-along While watching the PILS create a Jump Start Journal – Ask students to collect and organize their thoughts about the
activities PILS. They may use these guide questions:
This would refer to • What did it mean when Tapang said that the state of science and technology in the Philippines is bansot
ungraded activities (stunted) and atrasado (underdeveloped)?
that will allow • How is it apparent in the current situation of the Philippine society?
students to explore • What are the current critical innovations for national industrialization?
the resource material
and further their
ideas.
Page | 170
___________________________________________________________________________________________________________________
3. Graded formative assessment
A. Assessment task Draft an action plan that will concretize the proposed solutions by Dr. Tapang in addressing national
This refers to what output or development agenda vis-à-vis the progress of science and technology and its impact on communities.
performance students are
expected to accomplish as See sample template B for Action Plan.
evidence of demonstrating the
learning outcomes.
B. Instructions Students must follow the format below:
This refers to specific instructions • Present your ideas using Science and Technology in the Philippines as the main concept.
in accomplishing the tasks and • Action plan must be SMARTA.
would be communicated to the • File name must follow this format: STS_FA1_LastName
students.
C. Rubric
This refers to the criteria for grading the assessment task.
Component 4 3 2 1
Quality and Answers reflect depth and Answers reflect Demonstrates confused or Unfocused, illogical,
clarity of complexity of thought simplicity or repetitive conflicting thoughts or incoherent thoughts
thoughts of thoughts
Organization Explores ideas vigorously, Supports most ideas Presents ideas in general Most ideas unsupported,
and supports points fully using a with effective terms, support for ideas is confusion between
development balance of subjective and examples, references, inconsistent, some personal and external
of ideas objective evidence, reasons distinctions need
Page | 171
___________________________________________________________________________________________________________________
effectively making useful and details, makes clarification, reasoning evidence, reasoning
distinctions key distinctions unclear flawed
Connection Output demonstrates accurate Output is relatively Output mostly deviates Fails to address the aim of
and and complete understanding aligned with the aim from the aim of the activity.
the activity and/or
Response of the aim of the activity. of the activity. demonstrates an
Incorporates some inadequate or partial
Incorporates knowledge and Displays basic information from the lesson grasp of the lesson.
understanding of concepts and knowledge of the but not in an overly
ideas from the lesson concept and ideas on thorough manner.
the lesson.
Page | 172
___________________________________________________________________________________________________________________
Annex 3: GE Elective Course Proposal
Elective Title
Description
Purpose
Target FEU Learning

Outcomes
Course Expected
Learning Outcomes
Modules and
Descriptions (Themes) Topic Description
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
Module 7
Reading List
Page | 173
___________________________________________________________________________________________________________________
Self-Assessment Checklist
Self-assessment Criteria
The course serves as a good platform in sharing my research interests with my students.
The learning modules that I have designed are aligned with the course expected learning outcomes.
My choice of learning materials helps me with how I would like to go about with the instructional design.
Although content is important, I understand that my role as a teacher is to facilitate learning.
The learning outcomes are met through the activities indicated in the modules.
I ensure that students will have an opportunity to manifest specific skills through various classroom activities.
The activities in the module facilitation guide reflect the learning outcomes as indicated in the same platform.
The activities motivate students to take on an active role in the learning process.
I create safe spaces for students to participate freely and actively in classroom engagements and activities.
The design of the course is geared towards important life skills that will help them prepare for the future.
Prepared by:
Date:
Page | 174
___________________________________________________________________________________________________________________
References
Alkan, F.A., & Erdem, E. (2011). The effect of elective courses on candidate teachers’ level of social skills. Procedia - Social and Behavioral
Sciences, 15, 3451-3455.
Baehr, J. (2019) “Intellectual Virtues, Critical Thinking, and the Aims of Education”. Routledge Handbook of Social Epistemology.
Biggs J, & Collis, K. (1982) Evaluating the quality of learning: the SOLO taxonomy. Academic, New York
Biggs, J., & Tang, C. (2007). Teaching for quality learning at University. Open University Press.
Dewey, J. (1938). Experience and education. New York: Macmillan.
Duban, N. ve Yanpar Yelken, T. (2010). Öğretmen adaylarının yansıtıcı düşünme eğilimleri ve yansıtıcı öğretmen özellikleri ile ilgili görüşleri.
Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 19, 343- 360.
Ennis, Robert H. (1987a). A taxonomy of critical thinking dispositions and abilities. In J. Baron & R. Sternberg (Eds.), Teaching thinking skills:
Theory and practice. New York: W.H. Freeman. Pp. 9-26.
Halonen, J. S. (1995). Demystifying critical thinking. Teaching of Psychology, 22(1), 75-81. https://doi.org/10.1207/s15328023top2201_23
Hattie, J. & Yates, G. (2014). The Role of Feedback. In Visible Learning and the Science of How We Learn (pp. 64-71). New York, NY: Routledge.
Kalman, C.S. (2008). Successful Science and Engineering Teaching. Theoretical and Learning Perspectives. Innovation and Change in Professional
Education vol 3. Springer
Kotzee, B. (2020). Applied Epistemology of Education. In David Coady and James Chase (eds.). The Routledge Handbook of Applied Epistemology.
New York: Routledge. p.211
Page | 175
___________________________________________________________________________________________________________________
Moon, J. A. (1999). Reflection in learning and professional development: Theory and practice. London: Kogan Page. Retrieved:
https://www.hawaii.edu/intlrel/pols382/Reflective%20Thinking%20-%20UH/reflection.html
Movchan, L., & Zarishniak, I.M. (2017). The Role of Elective Courses in Students′ Professional Development: Foreign Experience. Comparative
Professional Pedagogy, 7, 20 - 26.
Paul R., & Elder L. (2006). The thinker's guide to the art of socratic questioning. Foundation for Critical Thinking.
Rowatt, W. C., Powers, C., Targhetta, V., Comer, J., Kennedy, S., & Labouff, J. (2006). Development and initial validation of an implicit measure
of humility relative to arrogance. The Journal of Positive Psychology, 1, 198–211.
Siegel, H. (2005). Truth, Thinking, Testimony and Trust: Alvin Goldman on Epistemology and Education. Philosophy and Phenomenological
Research. Vol. 71, No. 2, pp. 345-366)
University of South Australia. (2023). How students learn. https://lo.unisa.edu.au/mod/book/view.php?id=610988&chapterid=102030
Willingham, D. T. (2021). Why don't students like school?: A cognitive scientist answers questions about how the mind works and what it means
for the classroom. John Wiley & Sons.
Zhumabaeva, Z., Zhumasheva, A., Kenzhebayeva, T., Sakenov, J., Tleulesova, A., Kenenbaeva, M. & Hamzina , S. (2016). On the Role of Elective
Disciplines in the Formation of Professional Competence of Students as Future Teachers. International Journal of Environmental and
Science Education, 11(15), 8552-8561.
Page | 176
___________________________________________________________________________________________________________________
Writers and Content Contributors
• Ameerah Milano • Jelianne Sharee De Jesus • Mary Thomas

• Andrea Austria • Jhonalyn Concha • Michaela Jan Mojica
• Allan Sam Razalan • Jonalyn Nucum • Norberto Bana
• Bailon Tabinas • Jorge P. Cuibillas • Oliver Fabricante
• Carl Vincent Ong • Joseph Jintalan • Patrick Andre Mencias
• Cecilia Bethina Elmido • Juanito N. Anot Jr. • Paul Anthony Tecson
• Christian Lemuel Chavez Afundar • Jules Arceo • Paulyn Datu
• Dianafe Castillo • Kevin Princepe Armingol • Percival Paras
• Eldrin Jan Cabilin • Kristine Cerenado • Persieus Balog
• Eunice Grace Asistio • Leo Cabanza • Reneille Joy Tayone
• Faith Edlehn Jovellanos • Lulette Uy Correa Matammu • Renelle Caraig
• Gilbert Baybayon • Ma. Chistina Vargas • Reyjane Del Campo
• Gina Luna • Ma. Rosa Cer Bragais • Reyjohn Mark Sangcap
• Giovanni Carlo Atendido • Marc Lancer Santos • Rita D. Morales
• Hallelue Basan • Margaret Sanapo • Robert John Pastera
• Hardie Gieben Cruz • Maria Talitha Borines • Romeo Bala Galang Jr.
• Heidi Atanacio • Maria Teresa Trinidad Tinio • Ronnel V. Talusan
• Iris Calangian • Marielle Gidalanga • Rowanie Aviel Serrano
• Irish Sherina Digo • Mariz Autor • Sara Mae San Juan-Robin
• Israel Soberano • Mark Anthony B. Rosario • Ven-Mar Cudog
• James Owen Gragera Saguinsin • Mark Salvador Osma Ysla • Vida Luz Villegas
• Janeth Hyatt • Marko Antonio Da Silva • Wayne Winter Uyseco
• Janine Buenrostro-Jocson • Marwin Obmerga
• Jeffrey Alvarina • Mary Anne Tirado
• Jeffrey Ordinal • Mary Jane Corillo
Page | 177
___________________________________________________________________________________________________________________
• •
Page | 178

GE Course Guide Toolkit 2023

Uploaded by

Copyright:

Available Formats

You might also like

GE Course Guide Toolkit 2023

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

GE Course Guide Toolkit 2023

Uploaded by

Copyright:

Available Formats

FAR EASTERN UNIVERSITY

Academic Affairs Office

GENERAL EDUCATION COURSE TOOLKIT

The FEU General Education Program…….…………………………………………………………………………………………………………………………………………………… 3

FEU’s Definition of Critical Thinking…………...……….…………………………………………………………………………………………………………………………………….. 10

The FEU General Education Program

1. Macro- and micro-level constructive alignment

2. Development of functional knowledge and foundational skills

3. Exposure to liberal arts education content

4. Facilitation of learning through student-

Aligning to the Student-Centered Learning

5. Conduct of authentic and alternative

Assessment tasks in GE courses are

In principle, all GE courses have the following features:

The GE Expected Learning Outcomes

FEULOs GE Expected Learning Outcomes FEU College Readiness Standards

FEULOs GE Expected Learning Outcomes FEU College Readiness Standards

General Education Courses

Digital Literacy, Effective Understanding the Self and the Society

• GED0109: Speech • GED0110: Understanding • GED0118: Talakayan sa • GED0103: Math in the

• GED0120: Scholarly Inquiry • GED0114: Applied Ethics • GED0107: Readings in

FEU’s Definition of Critical Thinking

Digital Literacy, Effective Communication, and Critical Thinking (DLECCT) Courses

GED0101: College Academic Skills in English

FEU Learning GE Expected Learning Course Expected Learning

GED0109: Speech Communication

FEU Learning GE Expected Learning Course Expected Learning

FEU Learning GE Expected Learning Course Expected Learning

GED0119: Purposive Communication

FEU Learning GE Expected Learning Course Expected Learning

FEU Learning GE Expected Learning Course Expected Learning

GED0120: Scholarly Inquiry

GE Expected Learning Course Expected Learning Critical Thinking

GE Expected Learning Course Expected Learning Critical Thinking

GE Expected Learning Course Expected Learning Critical Thinking

Generate critical Generating questions

GE DLECCT Courses Skills Mapping

2. The identification, • Use citations and • Creating • Building arguments

4. The practice of • Identifying • Recognizing plurality • Critiquing multimodal

6. The embrace of • Synthesizing ideas and

Foundation Skills Higher Level Skills Complex Skills

Emotion Attitude Physiology

Blended Learning Courses (BLCs)

The setup for BLC classes is as follows:

• BLC courses have assigned Head Teachers (HTs).

13:30-15:00 Subsection 3 TA 2 Monday 13:30 – 15:00 F2F engagement

1. Write the following course materials:

BLC Components Role

a. Write the following course materials:

b. Conduct at least 2 module briefings to TAs every month.

2. Classroom engagement (1.5-hour F2F session per week) Teaching Assistant

BLC Components Role

Public Intellectual Lecture Series (PILS)

Facilitation Model 1: PILS as a springboard for discussions and activities

Modality Classroom engagement Asynchronous online activity

Modality Classroom engagement Asynchronous online activity

FEU Learning GE Expected Learning Course Expected Learning

Examine the strengths and Practice of challenging dominant • Comparing and